what is multicultural diversity essay

Cultural Diversity Essay & Community Essay Examples

If you’ve started to research college application requirements for the schools on your list, you might have come across the “cultural diversity essay.” In this guide, we’ll explore the cultural diversity essay in depth. We will compare the cultural diversity essay to the community essay and discuss how to approach these kinds of supplements. We’ll also provide examples of diversity essays and community essay examples. But first, let’s discuss exactly what a cultural diversity essay is. 

The purpose of the cultural diversity essay in college applications is to show the admissions committee what makes you unique. The cultural diversity essay also lets you describe what type of “ diversity ” you would bring to campus.

We’ll also highlight a diversity essay sample for three college applications. These include the Georgetown application essay , Rice application essay , and Williams application essay . We’ll provide examples of diversity essays for each college. Then, for each of these college essays that worked, we will analyze their strengths to help you craft your own essays. 

Finally, we’ll give you some tips on how to write a cultural diversity essay that will make your applications shine. 

But first, let’s explore the types of college essays you might encounter on your college applications. 

Types of College Essays

College application requirements will differ among schools. However, you’ll submit one piece of writing to nearly every school on your list—the personal statement . A strong personal statement can help you stand out in the admissions process. 

So, how do you know what to write about? That depends on the type of college essay included in your college application requirements. 

There are a few main types of college essays that you might encounter in the college admissions process. Theese include the “Why School ” essay, the “Why Major ” essay, and the extracurricular activity essay. This also includes the type of essay we will focus on in this guide—the cultural diversity essay. 

“Why School” essay

The “Why School ” essay is exactly what it sounds like. For this type of college essay, you’ll need to underscore why you want to go to this particular school. 

However, don’t make the mistake of just listing off what you like about the school. Additionally, don’t just reiterate information you can find on their admissions website. Instead, you’ll want to make connections between what the school offers and how you are a great fit for that college community. 

“Why Major” essay

The idea behind the “Why Major ” essay is similar to that of the “Why School ” essay above. However, instead of writing about the school at large, this essay should highlight why you plan to study your chosen major.

There are plenty of directions you could take with this type of essay. For instance, you might describe how you chose this major, what career you plan to pursue upon graduation, or other details.

Extracurricular Activity essay

The extracurricular activity essay asks you to elaborate on one of the activities that you participated in outside of the classroom. 

For this type of college essay, you’ll need to select an extracurricular activity that you pursued while you were in high school. Bonus points if you can tie your extracurricular activity into your future major, career goals, or other extracurricular activities for college. Overall, your extracurricular activity essay should go beyond your activities list. In doing so, it should highlight why your chosen activity matters to you.

Cultural Diversity essay

The cultural diversity essay is your chance to expound upon diversity in all its forms. Before you write your cultural diversity essay, you should ask yourself some key questions. These questions can include: How will you bring diversity to your future college campus? What unique perspective do you bring to the table? 

Another sub-category of the cultural diversity essay is the gender diversity essay. As its name suggests, this essay would center around the author’s gender. This essay would highlight how gender shapes the way the writer understands the world around them. 

Later, we’ll look at examples of diversity essays and other college essays that worked. But before we do, let’s figure out how to identify a cultural diversity essay in the first place. 

How to identify a ‘cultural diversity’ essay

So, you’re wondering how you’ll be able to identify a cultural diversity essay as you review your college application requirements. 

Aside from the major giveaway of having the word “diversity” in the prompt, a cultural diversity essay will ask you to describe what makes you different from other applicants. In other words, what aspects of your unique culture(s) have influenced your perspective and shaped you into who you are today?

Diversity can refer to race, ethnicity, first-generation status, gender, or anything in between. You can write about a myriad of things in a cultural diversity essay. For instance, you might discuss your personal background, identity, values, experiences, or how you’ve overcome challenges in your life. 

However, don’t feel limited in what you can address in a cultural diversity essay. The words “culture” and “diversity” mean different things to different people. Above all, you’ll want your diversity essays for college to be personal and sincere. 

How is a ‘community’ essay different? 

A community essay can also be considered a cultural diversity essay. In fact, you can think of the community essay as a subcategory of the cultural diversity essay. However, there is a key difference between a community essay and a cultural diversity essay, which we will illustrate below. 

You might have already seen some community essay examples while you were researching college application requirements. But how exactly is a community essay different from a cultural diversity essay?

One way to tell the difference between community essay examples and cultural diversity essay examples is by the prompt. A community essay will highlight, well, community . This means it will focus on how your identity will shape your interactions on campus—not just how it informs your own experiences.

Two common forms to look out for

Community essay examples can take two forms. First, you’ll find community essay examples about your past experiences. These let you show the admissions team how you have positively influenced your own community. 

Other community essay examples, however, will focus on the future. These community essay examples will ask you to detail how you will contribute to your future college community. We refer to these as college community essay examples.

In college community essay examples, you’ll see applicants detail how they might interact with their fellow students. These essays may also discuss how students plan to positively contribute to the campus community. 

As we mentioned above, the community essay, along with community essay examples and college community essay examples, fit into the larger category of the cultural diversity essay. Although we do not have specific community essay examples or college community essay examples in this guide, we will continue to highlight the subtle differences between the two. 

Before we continue the discussion of community essay examples and college community essay examples, let’s start with some examples of cultural diversity essay prompts. For each of the cultural diversity essay prompts, we’ll name the institutions that include these diversity essays for college as part of their college application requirements. 

What are some examples of ‘cultural diversity’ essays? 

Now, you have a better understanding of the similarities and differences between the cultural diversity essay and the community essay. So, next, let’s look at some examples of cultural diversity essay prompts.

The prompts below are from the Georgetown application, Rice application, and Williams application, respectively. As we discuss the similarities and differences between prompts, remember the framework we provided above for what constitutes a cultural diversity essay and a community essay. 

Later in this guide, we’ll provide real examples of diversity essays, including Georgetown essay examples, Rice University essay examples, and Williams supplemental essays examples. These are all considered college essays that worked—meaning that the author was accepted into that particular institution. 

Georgetown Supplementals Essays

Later, we’ll look at Georgetown supplemental essay examples. Diversity essays for Georgetown are a product of this prompt: 

As Georgetown is a diverse community, the Admissions Committee would like to know more about you in your own words. Please submit a brief essay, either personal or creative, which you feel best describes you. 

You might have noticed two keywords in this prompt right away: “diverse” and “community.” These buzzwords indicate that this prompt is a cultural diversity essay. You could even argue that responses to this prompt would result in college community essay examples. After all, the prompt refers to the Georgetown community. 

For this prompt, you’ll want to produce a diversity essay sample that highlights who you are. In order to do that successfully, you’ll need to self-reflect before putting pen to paper. What aspects of your background, personality, or values best describe who you are? How might your presence at Georgetown influence or contribute to their diverse community? 

Additionally, this cultural diversity essay can be personal or creative. So, you have more flexibility with the Georgetown supplemental essays than with other similar diversity essay prompts. Depending on the direction you go, your response to this prompt could be considered a cultural diversity essay, gender diversity essay, or a college community essay. 

Rice University Essays

The current Rice acceptance rate is just 9% , making it a highly selective school. Because the Rice acceptance rate is so low, your personal statement and supplemental essays can make a huge difference. 

The Rice University essay examples we’ll provide below are based on this prompt: 

The quality of Rice’s academic life and the Residential College System are heavily influenced by the unique life experiences and cultural traditions each student brings. What personal perspective would you contribute to life at Rice? 

Breaking down the prompt.

Like the prompt above, this cultural diversity essay asks about your “life experiences,” “cultural traditions,” and personal “perspectives.” These phrases indicate a cultural diversity essay. Keep in mind this may not be the exact prompt you’ll have to answer in your own Rice application. However, future Rice prompts will likely follow a similar framework as this diversity essay sample.

Although this prompt is not as flexible as the Georgetown prompt, it does let you discuss aspects of Rice’s academic life and Residential College System that appeal to you. You can also highlight how your experiences have influenced your personal perspective. 

The prompt also asks about how you would contribute to life at Rice. So, your response could also fall in line with college community essay examples. Remember, college community essay examples are another sub-category of community essay examples. Successful college community essay examples will illustrate the ways in which students would contribute to their future campus community. 

Williams Supplemental Essays

Like the Rice acceptance rate, the Williams acceptance rate is also 9% . Because the Williams acceptance rate is so low, you’ll want to pay close attention to the Williams supplemental essays examples as you begin the writing process. 

The Williams supplemental essays examples below are based on this prompt: 

Every first-year student at Williams lives in an Entry – a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives, and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an Entry? What perspective would you add to the conversation with your peer(s)?

Reflecting on the prompt.

Immediately, words like “diverse,” “backgrounds,” “perspectives,” “interests,” and “differentiate” should stand out to you. These keywords highlight the fact that this is a cultural diversity essay. Similar to the Rice essay, this may not be the exact prompt you’ll face on your Williams application. However, we can still learn from it.

Like the Georgetown essay, this prompt requires you to put in some self-reflection before you start writing. What aspects of your background differentiate you from other people? How would these differences impact your interactions with peers? 

This prompt also touches on the “student community” and how you would “add to the conversation with your peer(s).” By extension, any strong responses to this prompt could also be considered as college community essay examples. 

Community Essays

All of the prompts above mention campus community. So, you could argue that they are also examples of community essays. 

Like we mentioned above, you can think of community essays as a subcategory of the cultural diversity essay. If the prompt alludes to the campus community, or if your response is centered on how you would interact within that community, your essay likely falls into the world of college community essay examples. 

Regardless of what you would classify the essay as, all successful essays will be thoughtful, personal, and rich with details. We’ll show you examples of this in our “college essays that worked” section below. 

Which schools require a cultural diversity or community essay? 

Besides Georgetown, Rice, and Williams, many other college applications require a cultural diversity essay or community essay. In fact, from the Ivy League to HBCUs and state schools, the cultural diversity essay is a staple across college applications. 

Although we will not provide a diversity essay sample for each of the colleges below, it is helpful to read the prompts. This will build your familiarity with other college applications that require a cultural diversity essay or community essay. Some schools that require a cultural diversity essay or community essay include New York University , Duke University , Harvard University , Johns Hopkins University , and University of Michigan . 

New York University

NYU listed a cultural diversity essay as part of its 2022-2023 college application requirements. Here is the prompt:

NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience. We would like to better understand how your experiences would help us to shape and grow our diverse community.

Duke university.

Duke is well-known for its community essay: 

What is your sense of Duke as a university and a community, and why do you consider it a good match for you? If there’s something in particular about our offerings that attracts you, feel free to share that as well.

A top-ranked Ivy League institution, Harvard University also has a cultural diversity essay as part of its college application requirements: 

Harvard has long recognized the importance of student body diversity of all kinds. We welcome you to write about distinctive aspects of your background, personal development, or the intellectual interests you might bring to your Harvard classmates.

Johns hopkins university.

The Johns Hopkins supplement is another example of a cultural diversity essay: 

Founded in the spirit of exploration and discovery, Johns Hopkins University encourages students to share their perspectives, develop their interests, and pursue new experiences. Use this space to share something you’d like the admissions committee to know about you (your interests, your background, your identity, or your community), and how it has shaped what you want to get out of your college experience at Hopkins. 

University of michigan.

The University of Michigan requires a community essay for its application: 

Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong and describe that community and your place within it. 

Community essay examples.

The Duke and Michigan prompts are perfect illustrations of community essay examples. However, they have some critical differences. So, if you apply to both of these schools, you’ll have to change the way you approach either of these community essays. 

The Duke prompt asks you to highlight why you are a good match for the Duke community. You’ll also see this prompt in other community essay examples. To write a successful response to this prompt, you’ll need to reference offerings specific to Duke (or whichever college requires this essay). In order to know what to reference, you’ll need to do your research before you start writing. 

Consider the following questions as you write your diversity essay sample if the prompt is similar to Duke University’s

• What values does this college community have? 
• How do these tie in with what you value? 
• Is there something that this college offers that matches your interests, personality, or background?  

On the other hand, the Michigan essay prompt asks you to describe a community that you belong to as well as your place within that community. This is another variation of the prompt for community essay examples. 

To write a successful response to this prompt, you’ll need to identify a community that you belong to. Then, you’ll need to think critically about how you interact with that community. 

Below are some questions to consider as you write your diversity essay sample for colleges like Michigan: 

• Out of all the communities you belong to, which can you highlight in your response? 
• How have you impacted this community? 
• How has this community impacted you?

Now, in the next few sections, we’ll dive into the Georgetown supplemental essay examples, the Rice university essay examples, and the Williams supplemental essays examples. After each diversity essay sample, we’ll include a breakdown of why these are considered college essays that worked. 

Georgetown Essay Examples

As a reminder, the Georgetown essay examples respond to this prompt: 

As Georgetown is a diverse community, the Admissions Committee would like to know more about you in your own words. Please submit a brief essay, either personal or creative, which you feel best describes you.

Here is the excerpt of the diversity essay sample from our Georgetown essay examples: 

Georgetown University Essay Example

The best thing I ever did was skip eight days of school in a row. Despite the protests of teachers over missed class time, I told them that the world is my classroom. The lessons I remember most are those that took place during my annual family vacation to coastal Maine. That rural world is the most authentic and incredible classroom where learning simply happens and becomes exponential. 

Years ago, as I hunted through the rocks and seaweed for seaglass and mussels, I befriended a Maine local hauling her battered kayak on the shore. Though I didn’t realize it at the time, I had found a kindred spirit in Jeanne. Jeanne is a year-round resident who is more than the hard working, rugged Mainer that meets the eye; reserved and humble in nature, she is a wealth of knowledge and is self-taught through necessity. With thoughtful attention to detail, I engineered a primitive ramp made of driftwood and a pulley system to haul her kayak up the cliff. We diligently figured out complex problems and developed solutions through trial and error.

After running out of conventional materials, I recycled and reimagined items that had washed ashore. We expected to succeed, but were not afraid to fail. Working with Jeanne has been the best classroom in the world; without textbooks or technology, she has made a difference in my life. Whether building a basic irrigation system for her organic garden or installing solar panels to harness the sun’s energy, every project has shown me the value of taking action and making an impact. Each year brings a different project with new excitement and unique challenges. My resourcefulness, problem solving ability, and innovative thinking have advanced under her tutelage. 

While exploring the rocky coast of Maine, I embrace every experience as an unparalleled educational opportunity that transcends any classroom environment. I discovered that firsthand experience and real-world application of science are my best teachers. In school, applications of complex calculations and abstract theories are sometimes obscured by grades and structure. In Maine, I expand my love of science and renourish my curious spirit. I am a highly independent, frugal, resilient Mainer living as a southern girl in NC. 

Why this essay worked

This is one of the Georgetown supplemental essay examples that works, and here’s why. The author starts the essay with an interesting hook, which makes the reader want to learn more about this person and their perspective. 

Throughout the essay, the author illustrates their intellectual curiosity. From befriending Jeanne and creating a pulley system to engineering other projects on the rocky coast of Maine, the author demonstrates how they welcome challenges and work to solve problems. 

Further, the author mentions values that matter to them—taking action and making an impact. Both facets are also part of Georgetown’s core values . By making these connections in their essay, the author shows the admissions committee exactly how they would be a great fit for the Georgetown community. 

Finally, the author uses their experience in Maine to showcase their love of science, which is likely the field they will study at Georgetown. Like this writer, you should try to include most important parts of your identity into your essay. This includes things like life experiences, passions, majors, extracurricular activities for college, and more. 

Rice University Essay Examples

The Rice University essay examples are from this prompt: 

The quality of Rice’s academic life and the Residential College System are heavily influenced by the unique life experiences and cultural traditions each student brings. What personal perspective would you contribute to life at Rice? (500-word limit)

Rice university essay example.

Like every applicant, I also have a story to share. A story that makes me who I am and consists of chapters about my life experiences and adventures. Having been born in a different country, my journey to America was one of the most difficult things I had ever experienced. Everything felt different. The atmosphere, the places, the food, and especially the people. Everywhere I looked, I saw something new. Although it was a bit overwhelming, one thing had not changed.

The caring nature of the people was still prevalent in everyday interactions. I was overwhelmed by how supportive and understanding people were of one another. Whether it is race, religion, or culture, everyone was accepted and appreciated. I knew that I could be whoever I wanted to be and that the only limitation was my imagination. Through hard work and persistence I put my all in everything that I did. I get this work ethic from my father since he is living proof that anything can be accomplished with continued determination. Listening to the childhood stories he told me, my dad would reminisce about how he was born in an impoverished area in a third world country during a turbulent and unpredictable time.

Even with a passion for learning, he had to work a laborious job in an attempt to help his parents make ends meet. He talked about how he would study under the street lights when the power went out at home. His parents wanted something better for him, as did he. Not living in America changed nothing about their work ethic. His parents continued to work hard daily, in an attempt to provide for their son. My dad worked and studied countless hours, paying his way through school with jobs and scholarships. His efforts paid off when he finally moved to America and opened his own business. None of it would have been possible without tremendous effort and dedication needed for a better life, values that are instilled within me as well, and this is the perspective that I wish to bring to Rice. 

This diversity essay sample references the author’s unique life experiences and personal perspective, which makes it one example of college essays that worked. The author begins the essay by alluding to their unique story—they were born in a different country and then came to America. Instead of facing this change as a challenge, the author shows how this new experience helped them to feel comfortable with all kinds of people. They also highlight how their diversity was accepted and appreciated. 

Additionally, the author incorporates information about their father’s story, which helps to frame their own values and where those values came from. The values that they chose to highlight also fall in line with the values of the Rice community. 

Williams Supplemental Essay Examples

Let’s read the prompt that inspired so many strong Williams supplemental essays examples again: 

Every first-year student at Williams lives in an Entry—a thoughtfully constructed microcosm of the student community that’s a defining part of the Williams experience. From the moment they arrive, students find themselves in what’s likely the most diverse collection of backgrounds, perspectives and interests they’ve ever encountered. What might differentiate you from the 19 other first-year students in an entry? What perspective(s) would you add to the conversation with your peers?

Williams college essay example.

Through the flow in my head

See you clad in red

But not just the clothes

It’s your whole being

Covering in this sickening blanket

Of heat and pain

Are you in agony, I wonder?

Is this the hell they told me about?

Have we been condemned?

Reduced to nothing but pain

At least we have each other

In our envelopes of crimson

I try in vain

“Take my hands” I shriek

“Let’s protect each other, 

You and me, through this hell”

My body contorts

And deforms into nothingness

You remain the same

Clad in red

With faraway eyes

You, like a statue

Your eyes fixed somewhere else

You never see me

Just the red briefcase in your heart

We aren’t together

It’s always been me alone

While you stand there, aloof, with the briefcase in your heart.

I wrote this poem the day my prayer request for the Uighur Muslims got denied at school. At the time, I was stunned. I was taught to have empathy for those around me. Yet, that empathy disappears when told to extend it to someone different. I can’t comprehend this contradiction and I refuse to. 

At Williams, I hope to become a Community Engagement Fellow at the Davis Center. I hope to use Williams’ support for social justice and advocacy to educate my fellow classmates on social issues around the world. Williams students are not just scholars but also leaders and changemakers. Together, we can strive to better the world through advocacy.

Human’s capability for love is endless. We just need to open our hearts to everyone. 

It’s time to let the briefcase go and look at those around us with our real human eyes.

We see you now. Please forgive us.

As we mentioned above, the Williams acceptance rate is incredibly low. This makes the supplemental essay that much more important. 

This diversity essay sample works because it is personal and memorable. The author chooses to start the essay off with a poem. Which, if done right, will immediately grab the reader’s attention. 

Further, the author contextualizes the poem by explaining the circumstances surrounding it—they wrote it in response to a prayer request that was denied at school. In doing so, they also highlight their own values of empathy and embracing diversity. 

Finally, the author ends their cultural diversity essay by describing what excites them about Williams. They also discuss how they see themselves interacting within the Williams community. This is a key piece of the essay, as it helps the reader understand how the author would be a good fit for Williams. 

The examples provided within this essay also touch on issues that are important to the author, which provides a glimpse into the type of student the author would be on campus. Additionally, this response shows what potential extracurricular activities for college the author might be interested in pursuing while at Williams. 

How to Write a Cultural Diversity Essay

You want your diversity essay to stand out from any other diversity essay sample. But how do you write a successful cultural diversity essay? 

First, consider what pieces of your identity you want to highlight in your essay. Of course, race and ethnicity are important facets of diversity. However, there are plenty of other factors to consider. 

As you brainstorm, think outside the box to figure out what aspects of your identity help make up who you are. Because identity and diversity fall on a spectrum, there is no right or wrong answer here. 

Fit your ideas to the specific school

Once you’ve decided on what you want to represent in your cultural diversity essay, think about how that fits into the college of your choice. Use your cultural diversity essay to make connections to the school. If your college has specific values or programs that align with your identity, then include them in your cultural diversity essay! 

Above all, you should write about something that is important to you. Your cultural diversity essay, gender diversity essay, or community essay will succeed if you are passionate about your topic and willing to get personal. 

Additional Tips for Community & Cultural Diversity Essays

1. start early.

In order to create the strongest diversity essay possible, you’ll want to start early. Filling out college applications is already a time-consuming process. So, you can cut back on additional stress and anxiety by writing your cultural diversity essay as early as possible. 

2. Brainstorm

Writing a cultural diversity essay or community essay is a personal process. To set yourself up for success, take time to brainstorm and reflect on your topic. Overall, you want your cultural diversity essay to be a good indication of who you are and what makes you a unique applicant. 

3. Proofread

We can’t stress this final tip enough. Be sure to proofread your cultural diversity essay before you hit the submit button. Additionally, you can read your essay aloud to hear how it flows. You can also can ask someone you trust, like your college advisor or a teacher, to help proofread your essay as well.

Other CollegeAdvisor Essay Resources to Explore

Looking for additional resources on supplemental essays for the colleges we mentioned above? Do you need help with incorporating extracurricular activities for college into your essays or crafting a strong diversity essay sample? We’ve got you covered. 

Our how to get into Georgetown guide covers additional tips on how to approach the supplemental diversity essay. If you’re wondering how to write about community in your essay, check out our campus community article for an insider’s perspective on Williams College.

Want to learn strategies for writing compelling cultural diversity essays? Check out this Q&A webinar, featuring a former Georgetown admissions officer. And, if you’re still unsure of what to highlight in your community essay, try getting inspiration from a virtual college tour . 

Cultural Diversity Essay & Community Essay Examples – Final Thoughts

Your supplemental essays are an important piece of the college application puzzle. With colleges becoming more competitive than ever, you’ll want to do everything you can to create a strong candidate profile. This includes writing well-crafted responses for a cultural diversity essay, gender diversity essay, or community essay. 

We hope our cultural diversity essay guide helped you learn more about this common type of supplemental essay. As you are writing your own cultural diversity essay or community essay, use the essay examples from Georgetown, Rice, and Williams above as your guide. 

Getting into top schools takes a lot more than a strong resume. Writing specific, thoughtful, and personal responses for a cultural diversity essay, gender diversity essay, or community essay will put you one step closer to maximizing your chances of admission. Good luck!

CollegeAdvisor.com is here to help you with every aspect of the college admissions process. From taking a gap year to completing enrollment , we’re here to help. Register today to receive one-on-one support from an admissions expert as you begin your college application journey.

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College Essays

If you're applying to college, you've probably heard the phrase "diversity essay" once or twice. This type of essay is a little different from your typical "Why this college?" essay . Instead of focusing on why you've chosen a certain school, you'll write about your background, values, community, and experiences—basically, what makes you special.

In this guide, I explain what a diversity college essay is, what schools are looking for in this essay, and what you can do to ensure your diversity essay stands out.

What Is a Diversity Essay for College?

A diversity essay is a college admissions essay that focuses on you as an individual and your relationship with a specific community. The purpose of this essay is to reveal what makes you different from other applicants, including what unique challenges or barriers you've faced and how you've contributed to or learned from a specific community of people.

Generally speaking, the diversity college essay is used to promote diversity in the student body . As a result, the parameters of this essay are typically quite broad. Applicants may write about any relevant community or experience. Here are some examples of communities you could discuss:

• Your cultural group
• Your race or ethnicity
• Your extended family
• Your religion
• Your socioeconomic background (such as your family's income)
• Your sex or gender
• Your sexual orientation
• Your gender identity
• Your values or opinions
• Your experiences
• Your home country or hometown
• Your school
• The area you live in or your neighborhood
• A club or organization of which you're an active member

Although the diversity essay is a common admissions requirement at many colleges, most schools do not specifically refer to this essay as a diversity essay . At some schools, the diversity essay is simply your personal statement , whereas at others, it's a supplemental essay or short answer.

It's also important to note that the diversity essay is not limited to undergraduate programs . Many graduate programs also require diversity essays from applicants. So if you're planning to eventually apply to graduate school, be aware that you might have to write another diversity statement!

Diversity Essay Sample Prompts From Colleges

Now that you understand what diversity essays for college are, let's take a look at some diversity essay sample prompts from actual college applications.

University of Michigan

At the University of Michigan , the diversity college essay is a required supplemental essay for all freshman applicants.

Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it.

University of Washington

Like UM, the University of Washington asks students for a short-answer (300 words) diversity essay. UW also offers advice on how to answer the prompt.

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the University of Washington.

Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values, and viewpoints.

University of California System

The UC system requires freshman applicants to choose four out of eight prompts (or personal insight questions ) and submit short essays of up to 350 words each . Two of these are diversity essay prompts that heavily emphasize community, personal challenges, and background.

For each prompt, the UC system offers tips on what to write about and how to craft a compelling essay.

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you've faced and what you've learned from the experience. Did you have support from someone else or did you handle it alone?

If you're currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, "How has my life changed at home, at my school, with my friends, or with my family?"

7. What have you done to make your school or your community a better place?

Things to consider: Think of community as a term that can encompass a group, team, or place—like your high school, hometown, or home. You can define community as you see fit; just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community, or both? Did you work alone or with others to initiate change in your community?

Think about your community: How has it helped you? What have you done for it?

University of Oklahoma

First-year applicants to the University of Oklahoma who want to qualify for a leader, community service, or major-based scholarship must answer two optional, additional writing prompts , one of which tackles diversity. The word count for this prompt is 650 words or less.

The University of Oklahoma is the home of a vibrant, diverse, and compassionate university community that is often referred to as “the OU family.” Please describe your cultural and community service activities and why you chose to participate in them.

Duke University

In addition to having to answer the Common Application or Coalition Application essay prompts, applicants to Duke University may (but do not have to) submit short answers to two prompts, four of which are diversity college essay prompts . The maximum word count for each is 250 words.

We believe a wide range of personal perspectives, beliefs, and lived experiences are essential to making Duke a vibrant and meaningful living and learning community. Feel free to share with us anything in this context that might help us better understand you and what you might bring to our community .

We believe there is benefit in sharing and sometimes questioning our beliefs or values; who do you agree with on the big important things, or who do you have your most interesting disagreements with? What are you agreeing or disagreeing about?

We recognize that “fitting in” in all the contexts we live in can sometimes be difficult. Duke values all kinds of differences and believes they make our community better. Feel free to tell us any ways in which you’re different, and how that has affected you or what it means to you.

Duke’s commitment to inclusion and belonging includes sexual orientation, gender identity, and gender expression. Feel free to share with us more about how your identity in this context has meaning for you as an individual or as a member of a community .

Pitzer College

At Pitzer, freshman applicants must use the Common Application and answer one supplemental essay prompt. One of these prompts is a diversity essay prompt that asks you to write about your community.

At Pitzer, five core values distinguish our approach to education: social responsibility, intercultural understanding, interdisciplinary learning, student engagement, and environmental sustainability. As agents of change, our students utilize these values to create solutions to our world's challenges. Reflecting on your involvement throughout high school or within the community, how have you engaged with one of Pitzer's core values?

The Common Application

Many colleges and universities, such as Purdue University , use the Common Application and its essay prompts.

One of its essay prompts is for a diversity essay, which can be anywhere from 250 to 650 words. This prompt has a strong focus on the applicant's identity, interests, and background.

Some students have a background, identity, interest, or talent that is so meaningful, they believe their application would be incomplete without it. If this sounds like you, then please share your story.

ApplyTexas is similar to the Common Application but is only used by public colleges and universities in the state of Texas. The application contains multiple essay prompts, one of which is a diversity college essay prompt that asks you to elaborate on who you are based on a particular identity, a passion you have, or a particular skill that you've cultivated.

Essay B: Some students have an identity, an interest, or a talent that defines them in an essential way. If you are one of these students, then tell us about yourself.

In a diversity essay, focus on an aspect of your identity or cultural background that defines you and makes you stand out.

What Do Colleges Look for in a Diversity Essay?

With the diversity essay, what colleges usually want most is to learn more about you , including what experiences have made you the person you are today and what unique insights you can offer the school. But what kinds of specific qualities do schools look for in a diversity essay?

To answer this, let's look at what schools themselves have said about college essays. Although not many colleges give advice specific to the diversity essay, many provide tips for how to write an effective college essay in general .

For example, here is what Dickinson College hopes to see in applicants' college essays:

Tell your story.

It may be trite advice, but it's also true. Admissions counselors develop a sixth sense about essay writers who are authentic. You'll score points for being earnest and faithful to yourself.

Authenticity is key to writing an effective diversity essay. Schools want you to be honest about who you are and where you come from; don't exaggerate or make up stories to make yourself sound "cooler" or more interesting—99% of the time, admissions committees will see right through it! Remember: admissions committees read thousands of applications, so they can spot a fake story a mile away.

Next, here's what Wellesley College says about the purpose of college essays:

Let the Board of Admission discover:

• More about you as a person.
• The side of you not shown by SATs and grades.
• Your history, attitudes, interests, and creativity.
• Your values and goals—what sets you apart.

It's important to not only be authentic but to also showcase "what sets you apart" from other applicants—that is, what makes you you . This is especially important when you consider how many applications admissions committees go through each year. If you don't stand out in some positive way, you'll likely end up in the crapshoot , significantly reducing or even eliminating your chances of admission .

And finally, here's some advice from the University of Michigan on writing essays for college:

Your college essay will be one of nearly 50,000 that we'll be reading in admissions—use this opportunity to your advantage. Your essay gives us insights into your personality; it helps us determine if your relationship with the school will be mutually beneficial.

So tell us what faculty you'd like to work with, or what research you're interested in. Tell us why you're a leader—or how you overcame adversity in your life. Tell us why this is the school for you. Tell us your story.

Overall, the most important characteristic colleges are looking for in the diversity essay (as well as in any college essay you submit) is authenticity. Colleges want to know who you are and how you got here; they also want to see what makes you memorable and what you can bring to the school.

An excellent diversity essay will represent some aspect of your identity in a sincere, authentic way.

How to Write an Effective Diversity Essay: Four Tips

Here are some tips to help you write a great diversity college essay and increase your chances of admission to college.

#1: Think About What Makes You Unique

One of the main purposes of the diversity essay is to present your uniqueness and explain how you will bring a new perspective to the student body and school as a whole. Therefore, for your essay, be sure to choose a topic that will help you stand apart from other applicants .

For example, instead of writing about your ability to play the piano (which a lot of applicants can do, no doubt), it'd be far more interesting to elaborate on how your experience growing up in Austria led you to become interested in classical music.

Try to think of defining experiences in your life. These don't have to be obvious life-altering events, but they should have had a lasting impact on you and helped shape your identity.

#2: Be Honest and Authentic

Ah, there's that word again: authentic . Although it's important to showcase how unique you are, you also want to make sure you're staying true to who you are. What experiences have made you the person you are today? What kind of impact did these have on your identity, accomplishments, and future goals?

Being honest also means not exaggerating (or lying about) your experiences or views. It's OK if you don't remember every little detail of an event or conversation. Just try to be as honest about your feelings as possible. Don't say something changed your life if it really had zero impact on you.

Ultimately, you want to write in a way that's true to your voice . Don't be afraid to throw in a little humor or a personal anecdote. What matters most is that your diversity essay accurately represents you and your intellectual potential.

#3: Write Clearly, Correctly, and Cogently

This next tip is of a more mechanical nature. As is the case with any college essay, it's critical that your diversity essay is well written . After all, the purpose of this essay is not only to help schools get to know you better but also to demonstrate a refined writing ability—a skill that's necessary for doing well in college, regardless of your major.

A diversity essay that's littered with typos and grammatical errors will fail to tell a smooth, compelling, and coherent story about you. It will also make you look unprofessional and won't convince admissions committees that you're serious about college and your future.

So what should you do? First, separate your essay into clear, well-organized paragraphs. Next, edit your essay several times. As you further tweak your draft, continue to proofread it. If possible, get an adult—such as a teacher, tutor, or parent—to look it over for you as well.

#4: Take Your Time

Our final tip is to give yourself plenty of time to actually write your diversity essay. Usually, college applications are due around December or January , so it's a good idea to start your essay early, ideally in the summer before your senior year (and before classes and homework begin eating up your time).

Starting early also lets you gain some perspective on your diversity essay . Here's how to do this: once you've written a rough draft or even just a couple of paragraphs of your essay, put it away for a few days. Once this time passes, take out your essay again and reread it with a fresh perspective. Try to determine whether it still has the impact you wanted it to have. Ask yourself, "Does this essay sound like the real me or someone else? Are some areas a little too cheesy? Could I add more or less detail to certain paragraphs?"

Finally, giving yourself lots of time to write your diversity essay means you can have more people read it and offer comments and edits on it . This is crucial for producing an effective diversity college essay.

Conclusion: Writing Diversity Essays for College

A diversity essay is a college admissions essay that r evolves around an applicant's background and identity, usually within the context of a particular community. This community can refer to race or ethnicity, income level, neighborhood, school, gender, age, sexual orientation, etc.

Many colleges—such as the University of Michigan, the University of Washington, and Duke—use the diversity essay to ensure diversity in their student bodies . Some schools require the essay; others accept it as an optional application component.

If you'll be writing diversity essays for college, be sure to do the following when writing your essay to give yourself a higher chance of admission:

• Think about what makes you unique: Try to pinpoint an experience or opinion you have that'll separate you from the rest of the crowd in an interesting, positive way.
• Be honest and authentic:  Avoid exaggerating or lying about your feelings and experiences.
• Write clearly, correctly, and cogently:  Edit, proofread, and get someone else to look over your essay.
• Take your time: Start early, preferably during the summer before your senior year, so you can have more time to make changes and get feedback from others.

With that, I wish you the best of luck on your diversity essay!

What's Next?

You understand how to write a diversity essay— but what about a "Why this college?" essay ? What about a general personal statement ? Our guides explain what these essays are and how you can produce amazing responses for your applications.

Want more samples of college essay prompts? Read dozens of real prompts with our guide and learn how to answer them effectively.

Curious about what a good college essay actually looks like? Then check out our analysis of 100+ college essays and what makes them memorable .

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.

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How to Write a College Diversity Essay – Examples & Tips

What is a diversity essay for college?

If you are preparing for your college application, you have probably heard that you sometimes need to submit a “diversity essay,” and you might be wondering how this is different from the usual admission essay. A diversity essay is a college admissions essay that focuses on the applicant’s background, identity, culture, beliefs, or relationship with a specific community, on what makes an applicant unique, and on how they might bring a fresh perspective or new insights to a school’s student body. Colleges let applicants write such essays to ensure diversity in their campus communities, to improve everyone’s learning experience, or to determine who might be eligible for scholarships that are offered to students from generally underrepresented backgrounds. 

Some colleges list the essay as one of their main requirements to apply, while others give you the option to add it to your application if you wish to do so. At other schools, it is simply your “personal statement”—but the prompts you are given can make it an essay on the topic of diversity in your life and how that has shaped who you are.

To write a diversity essay, you need to think about what makes you uniquely you: What significant experiences have you made, because of your background, that might separate you from other applicants? Sometimes that is obvious, but sometimes it is easy to assume our experiences are normal just because we are part of a community that shares the same circumstances, beliefs, or experiences. But if you look at your life from the perspective of someone who is not part of that community, such as an admissions officer, they can suddenly be not-so-common and help you stand out from the crowd.

Diversity Essay Examples and Topics

Diversity essays come in all shapes and formats, but what they need to do is highlight an important aspect of your identity, background, culture, viewpoints, beliefs, goals, etc. You could, for example, write about one of the following topics:

• Your home country/hometown
• Your cultural/immigration background
• Your race/ethnicity
• Your unique family circumstances
• Your religion/belief system
• Your socioeconomic background
• Your disability
• Your sex/gender
• Your sexual orientation
• Your gender identity
• Your values/opinions
• Your experiences
• Your extracurricular activities related to diversity

In the following, we ask some general questions to make you start reflecting on what diversity might mean for you and your life, and we present you with excerpts from several successful diversity-related application essays that will give you an idea about the range of topics you can write about.

How does diversity make you who you are as a person or student?

We usually want to fit in, especially when we are young, and you might not even realize that you and your life experiences could add to the diversity of a student campus. You might think that you are just like everyone around you. Or you might think that your background is nothing to brag about and are not really comfortable showcasing it. But looking at you and your life from the point of view of someone who is not part of your community, your background, culture, or family situation might actually be unique and interesting. 

What makes admission committees see the unique and interesting in your life is an authentic story, maybe even a bit vulnerable, about your lived experiences and the lessons you learned from them that other people who lived other lifes did not have the chance to learn. Don’t try to explain how you are different from others or how you have been more privileged or less fortunate than others—let your story do that. Keep the focus on yourself, your actions, thoughts, and feelings, and allow the reader a glimpse into your culture, upbringing, or community that gives them some intriguing insights. 

Have a look at the excerpt below from a diversity essay that got an applicant into Cornell University . This is just the introduction, but there is probably no admissions officer who would not want to keep reading after such a fascinating entry. 

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.  Excerpt from “All Worth It”, Anonymous, published in 50 Successful IVY LEAGUE Application Essays Fourth Edition, Gen & Kelly Tanabe, SuperCollege, 2017 .

How has your identity or background affected your life?

On top of sharing a relevant personal story, you also need to make sure that your essay illustrates how your lived experience has influenced your perspective, your life choices, or your goals. If you can explain how your background or experience led you to apply to the school you want to submit the essay to, and why you would be a great fit for that school, even better. 

You don’t need to fit all of that into one short essay, though. Just make sure to end your essay with some conclusions about the things your life has taught you that will give the admissions committee a better idea of who you now are—like the author of the following (winning) admissions essay submitted to MIT (Massachusetts Institute of Technology) .

[…] I always thought that I had it the worst out of all my family members because I was never allowed to get anything lower than what my brother or a cousin had gotten in a class. My parents figured if they could do it, so could I, and if not on my own then with a little of their help. It was not until recently that I realized the truth in this. In my short life I have seen my father go from speaking no English to excelling in it. I have heard countless stories about migrant farmers such as Cesar Chavez and my grandfather who had nearly nothing, yet persisted and succeeded. […] When I had trouble speaking Spanish and felt like abandoning my native tongue, I remembered my mother and how when she came to the United States she was forced to wash her mouth out with soap and endure beatings with a ruler by the nuns at her school for speaking it. When I couldn’t figure out tangents, sines, and cosines I thought about my father and how it took him nearly a year to learn long division because he was forced to teach it to himself after dropping out and starting to work in the 4th grade. […] All these people, just from my family, have been strong role models for me. I feel that being labeled “underprivileged” does not mean that I am limited in what I can do. There is no reason for me to fail or give up, and like my parents and grandparents have done, I’ve been able to pull through a great deal. My environment has made me determined, hard working, and high aiming. I would not like it any other way. From “Lessons From the Immigration Spectrum”, Anonymous, MIT, published in 50 Successful IVY LEAGUE Application Essays Fourth Edition, Gen & Kelly Tanabe, SuperCollege, 2017 .

How will your diversity contribute to the college campus and community?

The admissions committee would like to know how your identity or background will enrich the university’s existing student body. If you haven’t done so, researching the university’s organizations and groups and what specific courses the university offers might be a good idea. If you are applying to a large public school, you could mention that you are looking forward to broadening not just your horizon but also your community. Or maybe your college of choice has a specialized program or student organization that you feel you will fit right into and that you could contribute to with your unique background.

Tailoring your answer to the university you are applying to shows that you are serious and have done your research, and a university is obviously looking for such students. If you can’t find a way to make your essay “match” the university, then don’t despair—showing the admissions committee that you are someone who already made some important experiences, has reflected on them, and is eager to learn more and contribute to their community is often all that is needed. But you also don’t need to search for the most sophisticated outro or conclusion, as the following excerpt shows, from an admission essay written by an applicant named Angelica, who was accepted into the University of Chicago . Sometimes a simple conviction is convincing enough. 

[…] The knowledge that I have gained from these three schools is something I will take with me far beyond college. My roommate, across-the-hall mates, and classmates have influenced my life as much as I hope to have impacted theirs. It is evident to me that they have helped me develop into the very much visible person I am today. I have learned to step outside of my comfort zone, and I have learned that diversity is so much more than the tint of our skin. My small mustard-colored school taught me that opportunity and success only requires desire. I would be an asset to your college because as I continue on my journey to success, I will take advantage of every opportunity that is available to me and make sure to contribute as much as I can, too. Now I am visible. Now I am visible. Now I am visible, and I want to be seen. From “No Longer Invisible” by Angelica, University of Chicago, published in 50 Successful IVY LEAGUE Application Essays Fourth Edition, Gen & Kelly Tanabe, SuperCollege, 2017 .

Tell stories about your lived experience

You might wonder how exactly to go about writing stories about your “lived experience.” The first step, after getting drawing inspiration from other people’s stories, is to sit down and reflect on your own life and what might be interesting about it, from the point of view of someone outside of your direct environment or community.

Two straightforward approaches for a diversity-related essay are to either focus on your community or on your identity . The first one is more related to what you were born into (and what it taught you), and the second one focuses on how you see yourself, as an individual but also as part of society.

Take some time to sit down and reflect on which of these two approaches you relate to more and which one you think you have more to say about. And then we’d recommend you do what always helps when we sit in front of a blank page that needs to be filled: Make a list or draw a chart or create a map of keywords that can become the cornerstones of your story.

For example, if you choose the “community” approach, then start with a list of all the communities that you are a part of. These communities can be defined by different factors:

• A shared place: people live or work together
• Shared actions: People create something together or solve problems together
• Shared interests: People come together based on interests, hobbies, or goals
• Shared circumstances: people are brought together by chance or by events

Once you have that list, pick one of your communities and start asking yourself more specific questions. For example: 

• What did you do as a member of that community? 
• What kinds of problems did you solve , for your community or together?
• Did you feel like you had an impact ? What was it?
• What did you learn or realize ? 
• How are you going to apply what you learned outside of that community?

If, instead, you choose the “identity” approach, then think about different ways in which you think about yourself and make a list of those. For example:

My identity is as a… 

• boy scout leader
• hobby writer
• babysitter for my younger siblings
• speaker of different languages
• collector of insightful proverbs
• Japanese-American
• other roles in your family, community, or social sub-group

Feel free to list as many identities as you can. Then, think about what different sides of you these identities reveal and which ones you have not yet shown or addressed in your other application documents and essays. Think about whether one of these is more important to you than others if there is one that you’d rather like to hide (and why) and if there is any struggle, for example with reconciling all of these sides of yourself or with one of them not being accepted by your culture or environment.

Overall, the most important characteristic admissions committees are looking for in your diversity essay is authenticity . They want to know who you are, behind your SATs and grades, and how you got where you are now, and they want to see what makes you memorable (remember, they have to read thousands of essays to decide who to enroll). 

The admissions committee members likely also have a “sixth sense” about whose essay is authentic and whose is not. But if you go through a creative process like the one outlined here, you will automatically reflect on your background and experiences in a way that will bring out your authenticity and honesty and prevent you from just making up a “cool story.”

Diversity Essay Sample Prompts From Colleges

If you are still not sure how to write a diversity essay, let’s have a look at some of the actual diversity essay prompts that colleges include in their applications. 

Diversity Essay Sample #1: University of California

The University of California asks applicants to choose between eight prompts (they call them “ personal insight questions “) and submit four short essays of up to 350 words each that tell the admission committee what you would want them to know about you . These prompts ask about your creative side (#2), your greatest talent (#3), and other aspects of your personality, but two of them (#5 and #7) are what could be called “diversity essay prompts” that ask you to talk about the most significant challenge you have faced and what you have done to make your community a better place .

The University of California website also offers advice on how to use these prompts and how to write a compelling essay, so make sure you use all the guidance they give you if that is the school you are trying to get into!

UC Essay prompt #5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?

UC Essay prompt #7. What have you done to make your school or your community a better place?  

Things to consider: Think of community as a term that can encompass a group, team, or place—like your high school, hometown, or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community? Why were you inspired to act? What did you learn from your effort? 

Diversity Essay Sample #2: Duke University

Duke University asks for a one-page essay in response to either one of the Common Application prompts or one of the Coalition Application prompts, as well as a short essay that answers a question specific to Duke. 

In addition, you can (but do not have to) submit up to two short answers to four prompts that specifically ask about your unique experiences, your beliefs and values, and your background and identity. The maximum word count for each of these short essays on diversity topics is 250 words.

Essay prompt #1. We seek a diverse student body that embodies the wide range of human experience. In that context, we are interested in what you’d like to share about your lived experiences and how they’ve influenced how you think of yourself. Essay prompt #2. We believe there is benefit in sharing and sometimes questioning our beliefs or values; who do you agree with on the big important things, or who do you have your most interesting disagreements with? What are you agreeing or disagreeing about? Essay prompt #3. What has been your best academic experience in the last two years, and what made it so good? Essay prompt #4. Duke’s commitment to diversity and inclusion includes sexual orientation, gender identity, and gender expression. If you’d like to share with us more about your identity in this context, feel free to do so here.

Duke University is looking for students with a variety of different experiences, backgrounds, interests, and opinions to make its campus community diverse and a place where ambition and curiosity, talent and persistence can grow, and the admissions committee will “consider what you have accomplished within the context of your opportunities and challenges so far”—make sure you tell them!

Diversity Essay Sample #3: University of Washington

The University of Washington asks students for a long essay (650 words) on a general experience that shaped your character, a short essay (300 words) that describes the world you come from and how you, as a product of it, might add to the diversity of your future university and allows you to submit additional information on potential hardships or limitations you have experienced in attaining your education so far. The University of Washington freshman writing website also offers some tips on how to (and how not to) write and format your essays.

Essay prompt [required] Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it.

Short response prompt [required] Our families and communities often define us and our individual worlds. “Community” might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW.

Additional information about yourself or your circumstances [optional] You are not required to write anything in this section, but you may include additional information if something has particular significance to you. For example, you may use this space if:

– You have experienced personal hardships in attaining your education

– Your activities have been limited because of work or family obligations

– You have experienced limitations/opportunities unique to the schools you attended

The University of Washington’s mission is to enroll undergraduates with outstanding intellectual abilities who bring different perspectives, backgrounds, and talents to the campus to create a “stimulating educational environment”. The diversity essay is your chance to let them know how you will contribute to that.

Diversity Essay Sample #4: University of Michigan

At the University of Michigan, a diversity college essay that describes one of the communities (defined by geography, religion, ethnicity, income, or other factors) you belong to is one of two required essays that need to be submitted by all applicants, on top of the Common Application essay. 

Diversity essay prompt. Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it.

The University of Michigan prides itself in “looking at each student as a whole package” and recruiting the most dynamic students, with different backgrounds, interests, and passions, into their college, not just the ones with the highest test scores. They also give consideration to applicants from currently underrepresented groups to create diversity on campus and enrich the learning environment for all students—if that sounds like you, then here is your opportunity to tell your story!

Frequently Asked Questions about Diversity Essays

What topics should i avoid in my college diversity essay.

Since the point of a diversity essay is to show the admissions committee who you are (behind your grades and resume and general educational background), there are not many topics you need to avoid. In fact, you can address the issues, from your own perspective, that you are usually told not to mention in order not to offend anyone or create controversy. 

The only exception is any kind of criminal activity, especially child abuse and neglect. The University of Washington, for example, has a statement on its essay prompt website that “ any written materials that give admissions staff reasonable cause to believe abuse or neglect of someone under the age of 18 may have occurred must be reported to Child Protective Services or the police. ”

What is most important to focus on in my diversity essay?

In brief, to stand out while not giving the admissions committee any reason to believe that you are exaggerating or even making things up. Your story needs to be authentic, and admissions officers—who read thousands of applications—will probably see right through you if you are trying to make yourself sound cooler, more mature, or more interesting than you are. 

In addition, make sure you let someone, preferably a professional editor, read over your essays and make sure they are well-written and error-free. Even though you are telling your personal story, it needs to be presented in standard, formal, correct English.

How long should a diversity essay be?

Every school has different requirements for their version of a diversity essay, and you will find all the necessary details on their admissions or essay prompts website. Make sure you check the word limit and other guidelines before you start typing away!

Prepare your college diversity essay for admission

Now that you know what a diversity essay is and how you find the specific requirements for the essays you need to submit to your school of choice, make sure you plan in advance and give yourself enough time to put all your effort into it! Our article How to Write the Common App Essay can give you an idea about timelines and creative preparation methods. And as always, we can help you with our professional editing services , including Application Essay Editing Services and Admission Editing Services , to ensure that your entire application is error-free and showcases your potential to the admissions committee of your school of choice.

For more academic resources on writing the statement of purpose for grad school or on the college admission process in general, head over to our Admissions Resources website where we have many more articles and videos to help you improve your essay writing skills.

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May 11, 2023

Writing an Excellent Diversity Essay

What is the diversity question in a school application, and why does it matter when applying to leading programs and universities? Most importantly, how should you respond?

Diversity is of supreme value in higher education, and schools want to know how every student will contribute to it in their community. A diversity essay is an essay that encourages applicants with disadvantaged or underrepresented backgrounds, an unusual education, a distinctive experience, or a unique family history to write about how these elements of their background have prepared them to play a useful role in increasing and encouraging diversity among their target program’s student body and broader community.

In this post, we’ll cover the following topics: 

How to show you can add to diversity

Why diversity matters at school, seven examples that reveal diversity, how to write about your diversity, diversity essay example, want to ensure your application demonstrates the diversity that your dream school is seeking.

If you are an immigrant to the United States, the child of immigrants, or someone whose ethnicity is underrepresented in the States, your response to “How will you add to the diversity of our class/community?” and similar questions might help your application efforts. Why? Because you can use it to show how your background will add a distinctive perspective to the program you are applying to.

Download this sample personal background essay, and see how one candidate won over the adcom and got accepted into their top-choice MBA program.

Of course, if you’re not from a group that is underrepresented in your field or a disadvantaged group, that doesn’t mean that you don’t have anything to write about in a diversity essay.

For example, you might have an unusual or special experience to share, such as serving in the military, being a member of a dance troupe, or caring for a disabled relative. These and other distinctive experiences can convey how you will contribute to the diversity of the school’s campus.

You could be the first member of your family to apply to college or the first to learn English in your household. Perhaps you have worked your way through college or helped raise your siblings. You might also have been an ally to those who are underrepresented, disadvantaged, or marginalized in your community, at your previous school, or in an earlier work experience. 

As you can see, diversity is not limited to one’s religion, ethnicity, culture, language, or sexual orientation. It refers to whatever element of your identity  distinguishes you from others and shows that you, too, value diversity.

Admissions officers believe diversity in the classroom improves the educational experience of all the students involved. They also believe that having a diverse workforce better serves society as a whole.

The more diverse perspectives found in the classroom, throughout the dorms, in the dining halls, and mixed into study groups, the richer the discussions will be.

Plus, learning and growing in this kind of multicultural environment will prepare students for working in our increasingly multicultural and global world.

In medicine, for example, a heterogeneous workforce benefits people from previously underrepresented cultures. Businesses realize they will market more effectively if they can speak to different audiences and markets, which is possible when members of their workforce come from different backgrounds and cultures. Schools simply want to prepare graduates for the 21st century job market.

Adcoms want to know about your personal diversity elements and the way they have helped you develop particular character and personality traits , as well as the unusual experiences that have shaped you.

Here are seven examples an applicant could write about:

• They grew up with a strong insistence on respecting elders, attending family events, or learning their parents’ native language and culture.
• They are close to grandparents and extended family members who have taught them how teamwork can help everyone thrive.
• They have had to face difficulties that stem from their parents’ values being in conflict with theirs or those of their peers.
• Teachers have not always understood the elements of their culture or lifestyle and how those elements influence their performance.
• They suffered from discrimination and succeeded despite it because of their grit, values, and character.
• They learned skills from a lifestyle that is outside the norm (e.g., living in foreign countries as the child of a diplomat or contractor; performing professionally in theater, dance, music, or sports; having a deaf sibling).
• They’ve encountered racism or other prejudice (either toward themselves or others) and responded by actively promoting diverse, tolerant values.

And remember, it’s not just about who your parents are. It’s about who you are – at the core.

Your background, influences, religious observances, language, ideas, work environment, community experiences – all these factors come together to create a unique individual, one who will contribute to a varied class of distinct individuals taking their place in a diverse world.

Your answer to the diversity question should focus on how your experiences have built your empathy for others, your embrace of differences, your resilience, your character, and your perspective.

The school might well ask how you think of diversity or how you can bring or add to the diversity of your school, chosen profession, or community. Make sure you answer the specific question posed by highlighting distinctive elements of your profile that will add to the class mosaic every adcom is trying to create. You don’t want to blend in; you want to stand out in a positive way while also complementing the school’s canvas.

Here’s a simple, three-part framework that will help you think of diversity more, well, diversely:

• Identity : Who are you? What has contributed to your identity? How do you distinguish yourself? Your identity can include any of the following: gender, sexual orientation, ethnicity, disability, religion, nontraditional work experience, nontraditional educational background, multicultural background, and family’s educational level.
• Deeds : What have you done? What have you accomplished? This could include any of the following: achievements inside and/or outside your field of study, leadership opportunities, community service, , internship or professional experience, research opportunities, hobbies, and travel. Any or all of these could be unique. Also, what life-derailing, throw-you-for-a-loop challenges have you faced and overcome?
• Ideas : How do you think? How do you approach things? What drives you? What influences you? Are you the person who can break up a tense meeting with some well-timed humor? Are you the one who intuitively sees how to bring people together? 

Learn more about this three-part framework in this podcast episode.

Think about each question within this framework and how you could apply your diversity elements to the classroom, your school, or your community. Any of these elements will serve as the framework for your essay.

Don’t worry if you can’t think of something totally “out there.” You don’t need to be a tightrope walker living in the Andes or a Buddhist monk from Japan to pass the diversity test!

And please remember, the examples I have listed are not exhaustive. There are many other ways to show diversity!

All you need to write successfully about how you will contribute to the rich diversity of your target school’s community is to examine your identity, deeds, and ideas, with an eye toward your personal distinctiveness and individuality. There is only one you .

Want our advice on how you can best show diversity?

Click here to sign up for a free consultation.

Take a look at this sample diversity essay, and pay attention to how the writer underscores their appreciation for and experience with diversity. 

When I was starting 11 th grade, my dad, an agricultural scientist, was assigned to a 3-month research project in a farm village in Niigata (northwest Honshu in Japan). Rather than stay behind with my mom and siblings, I begged to go with him. As a straight-A student, I convinced my parents and the principal that I could handle my schoolwork remotely (pre-COVID) for that stretch. It was time to leap beyond my comfortable suburban Wisconsin life—and my Western orientation, reinforced by travel to Europe the year before. 

We roomed in a sprawling farmhouse with a family participating in my dad’s study. I thought I’d experience an “English-free zone,” but the high school students all studied and wanted to practice English, so I did meet peers even though I didn’t attend their school. Of the many eye-opening, influential, cultural experiences, the one that resonates most powerfully to me is experiencing their community. It was a living, organic whole. Elementary school kids spent time helping with the rice harvest. People who foraged for seasonal wild edibles gave them to acquaintances throughout the town. In fact, there was a constant sharing of food among residents—garden veggies carried in straw baskets, fish or meat in coolers. The pharmacist would drive prescriptions to people who couldn’t easily get out—new mothers, the elderly—not as a business service but as a good neighbor. If rain suddenly threatened, neighbors would bring in each other’s drying laundry. When an empty-nest 50-year-old woman had to be hospitalized suddenly for a near-fatal snakebite, neighbors maintained her veggie patch until she returned. The community embodied constant awareness of others’ needs and circumstances. The community flowed!

Yet, people there lamented that this lifestyle was vanishing; more young people left than stayed or came. And it wasn’t idyllic: I heard about ubiquitous gossip, long-standing personal enmities, busybody-ness. But these very human foibles didn’t dam the flow. This dynamic community organism couldn’t have been more different from my suburban life back home, with its insular nuclear families. We nod hello to neighbors in passing. 

This wonderful experience contained a personal challenge. Blond and blue-eyed, I became “the other” for the first time. Except for my dad, I saw no Westerner there. Curious eyes followed me. Stepping into a market or walking down the street, I drew gazes. People swiftly looked away if they accidentally caught my eye. It was not at all hostile, I knew, but I felt like an object. I began making extra sure to appear “presentable” before going outside. The sense of being watched sometimes generated mild stress or resentment. Returning to my lovely tatami room, I would decompress, grateful to be alone. I realized this challenge was a minute fraction of what others experience in my own country. The toll that feeling—and being— “other” takes on non-white and visibly different people in the US can be extremely painful. Experiencing it firsthand, albeit briefly, benignly, and in relative comfort, I got it.

Unlike the organic Niigata community, work teams, and the workplace itself, have externally driven purposes. Within this different environment, I will strive to exemplify the ongoing mutual awareness that fueled the community life in Niigata. Does it benefit the bottom line, improve the results? I don’t know. But it helps me be the mature, engaged person I want to be, and to appreciate the individuals who are my colleagues and who comprise my professional community. I am now far more conscious of people feeling their “otherness”—even when it’s not in response to negative treatment, it can arise simply from awareness of being in some way different.

What did you think of this essay? Does this middle class Midwesterner have the unique experience of being different from the surrounding majority, something she had not experienced in the United States? Did she encounter diversity from the perspective of “the other”? 

Here a few things to note about why this diversity essay works so well:

• The writer comes from “a comfortable, suburban, Wisconsin life,” suggesting that her own background might not be ethnically, racially, or in other ways diverse.
• The diversity “points” scored all come from her fascinating  experience of having lived in a Japanese farm village, where she immersed herself in a totally different culture.
• The lessons learned about the meaning of community are what broaden and deepen the writer’s perspective about life, about a purpose-driven life, and about the concept of “otherness.” 

By writing about a time when you experienced diversity in one of its many forms, you can write a memorable and meaningful diversity essay.

Working on your diversity essay?

Want to ensure that your application demonstrates the diversity that your dream school is seeking? Work with one of our admissions experts and . This checklist includes more than 30 different ways to think about diversity to jump-start your creative engines.

Related Resources:

•  Different Dimensions of Diversity , a podcast episode • What to Do if You Belong to an Overrepresented Applicant Group • Med School Admissions Advice for Nontraditional Applicants: The Experts Speak

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The Diversity College Essay: How to Write a Stellar Essay

What’s covered:, what’s covered in a diversity essay, what is a diversity essay, examples of the diversity essay prompt, how to write the diversity college essay after the end of affirmative action, tips for writing a diversity college essay.

The Diversity Essay exists because colleges want a student body that includes different ethnicities, religions, sexual orientations, backgrounds, interests, and so on. The essay asks students to illuminate what sets them apart so that admissions committees can see what kind of diverse views and opinions they can bring to the campus.

In this post, we’ll be going over what exactly a diversity essay is, examples of real prompts and essays, and tips for writing a standout essay. You’ll be well prepared to answer this common essay prompt after reading this post!

Upon hearing the word diversity, many people assume that they have to write about gender and sexuality, class, or race. To many, this can feel overly personal or forced, or can cause students to worry that their identity isn’t unique or interesting enough. In reality, the diversity essay is much broader than many people realize.

Identity means different things to different people, and the important thing is that you demonstrate your uniqueness and what’s important to you. You might write about one of the classic, traditional identity features mentioned above, but you also could consider writing about a more unusual feature of yourself or your life—or even the intersection of two or more identities.

Consider these questions as you think about what to include in your diversity essay:

• Do you have a unique or unusual talent or skill? For example, you might be a person with perfect pitch, or one with a very accurate innate sense of direction.
• Do you have beliefs or values that are markedly different from the beliefs or values of those around you? Perhaps you hold a particular passion for scientific curiosity or truthfulness, even when it’s inconvenient.
• Do you have a hobby or interest that sets you apart from your peers? Maybe you’re an avid birder, or perhaps you love to watch old horror movies.
• Have you done or experienced something that few people have? Note that if you choose to write about a single event as a diverse identity feature, that event should have had a pretty substantial impact on you and your life. Perhaps you’re part of the 0.2% of the world that has run a marathon, or you’ve had the chance to watch wolves hunt in the wild.
• Do you have a role in life that gives you a special outlook on the world? Maybe one of your siblings has a rare disability, or you grew up in a town of less than 500 people.

Of course, if you would rather write about a more classic identity feature, you absolutely should! These questions are intended to help you brainstorm and get you thinking creatively about this prompt. You don’t need to dig deep for an extremely unusual diverse facet of yourself or your personality. If writing about something like ability, ethnicity, or gender feels more representative of your life experience, that can be an equally strong choice!

You should think expansively about your options and about what really demonstrates your individuality, but the most important thing is to be authentic and choose a topic that is truly meaningful to you.

Diversity essay prompts come up in both personal statements and supplemental essays. As with all college essays, the purpose of any prompt is to better understand who you are and what you care about. Your essays are your chance to share your voice and humanize your application. This is especially true for the diversity essay, which aims to understand your unique perspectives and experiences, as well as the ways in which you might contribute to a college community.

It’s worth noting that diversity essays are used in all kinds of selection processes beyond undergrad admissions—they’re seen in everything from graduate admissions to scholarship opportunities. You may very well need to write another diversity essay later in life, so it’s a good idea to get familiar with this essay archetype now.

If you’re not sure whether your prompt is best answered by a diversity essay, consider checking out our posts on other essay archetypes, like “Why This College?” , “Why This Major?” , and the Extracurricular Activity Essay .

The best-known diversity essay prompt is from the Common App . The first prompt states:

“Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.”

Some schools also have individual diversity essay prompts. For example, here’s one from Duke University :

“We believe a wide range of personal perspectives, beliefs, and lived experiences are essential to making Duke a vibrant and meaningful living and learning community. Feel free to share with us anything in this context that might help us better understand you and what you might bring to our community.” (250 words)

And here’s one from Rice :

“Rice is strengthened by its diverse community of learning and discovery that produces leaders and change agents across the spectrum of human endeavor. What perspectives shaped by your background, experiences, upbringing, and/or racial identity inspire you to join our community of change agents at Rice?” (500 words)

In all instances, colleges want you to demonstrate how and what you’ll contribute to their communities.

In June 2023, the Supreme Court overturned the use of affirmative action in college admissions, meaning that colleges are no longer able to directly factor race into admissions decisions. Despite this ruling, you can still discuss your racial or ethnic background in your Common App or supplemental essays.

If your race or ethnic heritage is important to you, we strongly recommend writing about it in one of your essays, as this is now one of the only ways that admissions committees are able to consider it as a factor in your admission.

Many universities still want to hear about your racial background and how it has impacted you, so you are likely to see diversity essays show up more frequently as part of supplemental essay packets. Remember, if you are seeing this kind of prompt, it’s because colleges care about your unique identity and life experience, and believe that these constitute an important part of viewing your application holistically. To learn more about how the end of affirmative action is impacting college admissions, check out our post for more details .

1. Highlight what makes you stand out.

A common misconception is that diversity only refers to aspects—such as ethnicity, religion, sexual orientation, or socioeconomic status. While these are standard measures of diversity, you can be diverse in other ways. These ways includes (but aren’t limited to) your:

• Interests, hobbies, and talents
• Perspectives, values, and opinions
• Experiences
• Personality traits

Ask yourself which aspects of your identity are most central to who you are. Are these aspects properly showcased in other portions of your application? Do you have any interests, experiences, or traits you want to highlight?

For instance, maybe you’re passionate about reducing food waste. You might love hiking and the outdoors. Or, maybe you’re a talented self-taught barber who’s given hundreds of free haircuts in exchange for donations to charity.

The topic of your essay doesn’t have to be crazy or even especially unique. You just want to highlight whatever is important to you, and how this thing shapes who you are. You might still want to write about a more common aspect of identity. If so, there are strong ways to do so.

If you do choose to write about a more common trait (for example, maybe your love of running), do so in a way that tells your story. Don’t just write an ode to running and how it’s stress-relieving and pushes you past your limits. Share your journey with us⁠—for instance, maybe you used to hate it, but you changed your mind one day and eventually trained to run a half marathon. Or, take us through your thought process during a race. The topic in itself is important, but how you write about it is even more important.

2. Share an anecdote.

One easy way to make your essay more engaging is to share a relevant and related story. The beginning of your essay is a great place for that, as it draws the reader in immediately. For instance, the following student chose to write about their Jewish identity, and opened the essay with a vivid experience of being discriminated against:

“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 at 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.”

An anecdote allows readers to experience what you’re describing, and to feel as if they’re there with you. This can ultimately help readers better relate to you.

Brainstorm some real-life stories relevant to the trait you want to feature. Possibilities include: a meaningful interaction, achieving a goal, a conflict, a time you felt proud of the trait (or ashamed of it), or the most memorable experience related to the trait. Your story could even be something as simple as describing your mental and emotional state while you’re doing a certain activity.

Whatever you decide on, consider sharing that moment in media res , or “in the middle of things.” Take us directly to the action in your story so we can experience it with you.

3. Show, don’t tell.

If you simply state what makes you diverse, it’s really easy for your essay to end up sounding bland. The writer of the previous essay example could’ve simply stated “I’m Jewish and I’ve had to face antisemitism.” This is a broad statement that doesn’t highlight their unique personal experiences. It doesn’t have the same emotional impact.

Instead, the writer illustrated an actual instance where they experienced antisemitism, which made the essay more vivid and easier to relate to. Even if we’re not Jewish ourselves, we can feel the anger and pain of being taunted for our background. This story is also unique to the writer’s life⁠—while others may have experienced discrimination, no one else will have had the exact same encounter.

As you’re writing, constantly evaluate whether or not you’re sharing a unique perspective. If what you write could’ve been written by someone else with a similar background or interest, you need to get more granular. Your personal experiences are what will make your essay unique, so share those with your reader.

4. Discuss how your diversity shapes your outlook and actions.

It’s important to describe not only what your unique traits and experiences are, but also how they shape who you are. You don’t have to explicitly say “this is how X trait impacts me” (you actually shouldn’t, as that would be telling instead of showing). Instead, you can reveal the impact of your diversity through the details you share.

Maybe playing guitar taught you the importance of consistent effort. Show us this through a story of how you tackled an extremely difficult piece you weren’t sure you could handle. Show us the calluses on your fingers, the knit brows as you tinkered with the chords, the countless lessons with your teacher. Show us your elation as you finally performed the piece.

Remember that colleges learn not just about who you are, but also about what you might contribute to their community. Take your essay one step farther and show admissions officers how your diversity impacts the way you approach your life.

Where to Get Your Diversity Essay Edited

Do you want feedback on your diversity essay? 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!

Related CollegeVine Blog Posts

What Is Multiculturalism? Definition, Theories, and Examples

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In sociology, multiculturalism describes the manner in which a given society deals with cultural diversity. Based on the underlying assumption that members of often very different cultures can coexist peacefully, multiculturalism expresses the view that society is enriched by preserving, respecting, and even encouraging cultural diversity. In the area of political philosophy, multiculturalism refers to the ways in which societies choose to formulate and implement official policies dealing with the equitable treatment of different cultures.

Key Takeaways: Multiculturalism

• Multiculturalism is the way in which a society deals with cultural diversity, both at the national and at the community level. 
• Sociologically, multiculturalism assumes that society as a whole benefits from increased diversity through the harmonious coexistence of different cultures.
• Multiculturalism typically develops according to one of two theories: the “melting pot” theory or the “salad bowl” theory.

Multiculturalism can take place on a nationwide scale or within a nation’s communities. It may occur either naturally through immigration, or artificially when jurisdictions of different cultures are combined through legislative decree, as in the case of French and English Canada.

Proponents of multiculturalism believe that people should retain at least some features of their traditional cultures. Opponents say that multiculturalism threatens the social order by diminishing the identity and influence of the predominant culture. While acknowledging that it is a sociopolitical issue, this article will focus on the sociological aspects of multiculturalism.

Multiculturalism Theories

The two primary theories or models of multiculturalism as the manner in which different cultures are integrated into a single society are best defined by the metaphors commonly used to describe them—the “melting pot” and the “salad bowl” theories.

The Melting Pot Theory

The melting pot theory of multiculturalism assumes that various immigrant groups will tend to “melt together,” abandoning their individual cultures and eventually becoming fully assimilated into the predominant society. Typically used to describe the assimilation of immigrants into the United States, the melting pot theory is often illustrated by the metaphor of a foundry’s smelting pots in which the elements iron and carbon are melted together to create a single, stronger metal—steel. In 1782, French-American immigrant J. Hector St. John de Crevecoeur wrote that in America, “individuals of all nations are melted into a new race of men, whose labors and posterity will one day cause great changes in the world.”

The melting pot model has been criticized for reducing diversity, causing people to lose their traditions, and for having to be enforced through governmental policy. For example, the U.S. Indian Reorganization Act of 1934 forced the assimilation of nearly 350,000 Indigenous peoples into American society without any regard for the diversity of their heritages and lifestyles.

The Salad Bowl Theory

A more liberal theory of multiculturalism than the melting pot, the salad bowl theory describes a heterogeneous society in which people coexist but retain at least some of the unique characteristics of their traditional culture. Like a salad’s ingredients, different cultures are brought together, but rather than coalescing into a single homogeneous culture, retain their own distinct flavors. In the United States, New York City, with its many unique ethnic communities like “Little India,” “Little Odessa,” and “Chinatown” is considered an example of a salad bowl society.

The salad bowl theory asserts that it is not necessary for people to give up their cultural heritage in order to be considered members of the dominant society. For example, African Americans do not need to stop observing Kwanzaa rather than Christmas in order to be considered “Americans.”

On the negative side, the cultural differences encouraged by the salad bowl model can divide a society resulting in prejudice and discrimination . In addition, critics point to a 2007 study conducted by American political scientist Robert Putnam showing that people living in salad bowl multicultural communities were less likely to vote or volunteer for community improvement projects.

Characteristics of a Multicultural Society

Multicultural societies are characterized by people of different races, ethnicities, and nationalities living together in the same community. In multicultural communities, people retain, pass down, celebrate, and share their unique cultural ways of life, languages, art, traditions, and behaviors.

The characteristics of multiculturalism often spread into the community’s public schools, where curricula are crafted to introduce young people to the qualities and benefits of cultural diversity. Though sometimes criticized as a form of “political correctness,” educational systems in multicultural societies stress the histories and traditions of minorities in classrooms and textbooks. A 2018 study conducted by the Pew Research Center found that the “post-millennial” generation of people ages 6 to 21 are the most diverse generation in American society.

Far from an exclusively American phenomenon, examples of multiculturalism are found worldwide. In Argentina, for example, newspaper articles, and radio and television programs are commonly presented in English, German, Italian, French, or Portuguese, as well as the country’s native Spanish. Indeed, Argentina’s constitution promotes immigration by recognizing the right of individuals to retain multiple citizenships from other countries.

As a key element of the country’s society, Canada adopted multiculturalism as official policy during the premiership of Pierre Trudeau in the 1970s and 1980s. In addition, the Canadian constitution, along with laws such as the Canadian Multiculturalism Act and the Broadcasting Act of 1991, recognize the importance of multicultural diversity. According to the Canadian Library and Archives, over 200,000 people—representing at least 26 different ethnocultural groups—immigrate to Canada every year.

Why Diversity Is Important

Multiculturalism is the key to achieving a high degree of cultural diversity. Diversity occurs when people of different races, nationalities, religions, ethnicities, and philosophies come together to form a community. A truly diverse society is one that recognizes and values the cultural differences in its people.

Proponents of cultural diversity argue that it makes humanity stronger and may, in fact, be vital to its long-term survival. In 2001, the General Conference of UNESCO took this position when it asserted in its Universal Declaration on Cultural Diversity that “...cultural diversity is as necessary for humankind as biodiversity is for nature.”

Today, entire countries, workplaces, and schools are increasingly made up of various cultural, racial, and ethnic groups. By recognizing and learning about these various groups, communities build trust, respect, and understanding across all cultures.

Communities and organizations in all settings benefit from the different backgrounds, skills, experiences, and new ways of thinking that come with cultural diversity.

Sources and Further Reference  

• St. John de Crevecoeur, J. Hector (1782). Letters from an American Farmer: What is an America? The Avalon Project. Yale University.   
• De La Torre, Miguel A. The Problem With the Melting Pot . EthicsDaily.com (2009).  
• Hauptman, Laurence M. Going Off the Reservation: A Memoir . University of California Press. 
• Jonas, Michael. The downside of diversity . The Boston Globe (August 5, 2007).  
• Fry, Richard and Parker Kim. Benchmarks Show 'Post-Millenials" on Track to Be Most Diverse, Best-Educated Generation Yet . Pew Research Center (November 2018). 
• What Is the 'American Melting Pot?'
• How Different Cultural Groups Become More Alike
• What Is Pluralism? Definition and Examples
• Understanding Acculturation and Why It Happens
• The Sociology of Race and Ethnicity
• What Is Hyperpluralism? Definition and Examples
• What Is Transnationalism? Definition, Pros, and Cons
• A Definition of Speech Community in Sociolinguistics
• Fostering Cultural Diversity in Your School
• The Importance Customs in Society
• Understanding Diffusion in Sociology
• Introduction to Sociology
• What Is Theocracy? Definition and Examples
• Philosophy of Culture
• What Is Nationalism? Definition and Examples
• What Is Distributive Justice?

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Multiculturalism

The idea of multiculturalism in contemporary political discourse and in political philosophy reflects a debate about how to understand and respond to the challenges associated with cultural diversity based on ethnic, national, and religious differences. The term “multicultural” is often used as a descriptive term to characterize the fact of diversity in a society, but in what follows, the focus is on multiculturalism as a normative ideal in the context of Western liberal democratic societies. While the term has come to encompass a variety of normative claims and goals, it is fair to say that proponents of multiculturalism find common ground in rejecting the ideal of the “melting pot” in which members of minority groups are expected to assimilate into the dominant culture. Instead, proponents of multiculturalism endorse an ideal in which members of minority groups can maintain their distinctive collective identities and practices. In the case of immigrants, proponents emphasize that multiculturalism is compatible with, not opposed to, the integration of immigrants into society; multiculturalism policies provide fairer terms of integration for immigrants.

Modern states are organized around the language and culture of the dominant groups that have historically constituted them. As a result, members of minority cultural groups face barriers in pursuing their social practices in ways that members of dominant groups do not. Some theorists argue for tolerating minority groups by leaving them free of state interference (Kukathas 1995, 2003). Others argue that mere toleration of group differences falls short of treating members of minority groups as equals; what is required is recognition and positive accommodation of minority group practices through what the leading theorist of multiculturalism Will Kymlicka has called “group-differentiated rights” (1995). Some group-differentiated rights are held by individual members of minority groups, as in the case of individuals who are granted exemptions from generally applicable laws in virtue of their religious beliefs or individuals who seek language accommodations in education and in voting. Other group-differentiated rights are held by the group qua group rather by its members severally; such rights are properly called “group rights,” as in the case of indigenous groups and minority nations, who claim the right of self-determination. In the latter respect, multiculturalism is closely allied with nationalism.

Multiculturalism is part of a broader political movement for greater inclusion of marginalized groups, including African Americans, women, LGBTQ people, and people with disabilities (Glazer 1997, Hollinger 1995, Taylor 1992). This broader political movement is reflected in the “multiculturalism” debates in the 1980s over whether and how to diversify school curricula to recognize the achievements of historically marginalized groups. But the more specific focus of contemporary theories of multiculturalism is the recognition and inclusion of minority groups defined primarily in terms of ethnicity, nationality, and religion. The main concern of contemporary multiculturalism are immigrants who are ethnic and religious minorities (e.g. Latinx people in the U.S., Muslims in Western Europe), minority nations (e.g. the Basque, Catalans, Québécois, Welsh) and indigenous peoples (e.g. Native peoples and indigenous groups in Canada, the U.S., Australia, and New Zealand).

1. The claims of multiculturalism

2.1 recognition, 2.2 equality, 2.3 freedom from domination, 2.4 addressing historical injustice, 3.1 cosmopolitan view of culture, 3.2 toleration requires indifference, not accommodation, 3.3 diversion from a “politics of redistribution”, 3.4 universalist ideal of equality, 3.5 postcolonial critique, 3.6 feminist critique of multiculturalism, 4. political retreat from multiculturalism, related entries, other internet resources.

Multiculturalism is closely associated with “identity politics,” “the politics of difference,” and “the politics of recognition,” all of which share a commitment to revaluing disrespected identities and changing dominant patterns of representation and communication that marginalize certain groups (Gutmann 2003, Taylor 1992, Young 1990). Multiculturalism involves not only claims of identity and culture as some critics of multiculturalism suggest. It is also a matter of economic interests and political power: it includes demands for remedying economic and political disadvantages that people suffer as a result of their marginalized group identities.

Multiculturalists take for granted that it is “culture” and “cultural groups” that are to be recognized and accommodated. Yet multicultural claims include a wide range of claims involving religion, language, ethnicity, nationality, and race. Culture is a contested, open-ended concept, and all of these categories have been subsumed by or equated with the concept of culture. Disaggregating and distinguishing among different types of claims can clarify what is at stake (Song 2008). Language and religion are at the heart of many claims for cultural accommodation by immigrants. The key claim made by minority nations is for self-government rights. Race has a more limited role in multicultural discourse. Antiracism and multiculturalism are distinct but related ideas: the former highlights “victimization and resistance” whereas the latter highlights “cultural life, cultural expression, achievements, and the like” (Blum 1992, 14). Claims for recognition in the context of multicultural education are demands not just for recognition of aspects of a group’s actual culture (e.g. African American art and literature) but also for acknowledgment of the history of group subordination and its concomitant experience (Gooding-Williams 1998).

Examples of cultural accommodations or “group-differentiated rights” include exemptions from generally applicable law (e.g. religious exemptions), assistance to do things that members of the majority culture are already enabled to do (e.g. multilingual ballots, funding for minority language schools and ethnic associations, affirmative action), representation of minorities in government bodies (e.g. ethnic quotas for party lists or legislative seats, minority-majority Congressional districts), recognition of traditional legal codes by the dominant legal system (e.g. granting jurisdiction over family law to religious courts), or limited self-government rights (e.g. qualified recognition of tribal sovereignty, federal arrangements recognizing the political autonomy of Québec) (for a helpful classification of cultural rights, see Levy 1997).

Typically, a group-differentiated right is a right of a minority group (or a member of such a group) to act or not act in a certain way in accordance with their religious obligations and/or cultural commitments. In some cases, it is a right that directly restricts the freedom of non-members in order to protect the minority group’s culture, as in the case of restrictions on the use of the English language in Québec. When the right-holder is the group, the right may protect group rules that restrict the freedom of individual members, as in the case of the Pueblo membership rule that excludes the children of women who marry outside the group. Now that you have a sense of the kinds of claims that have been made in the name of multiculturalism, we can now turn to consider different normative justifications for these claims.

2. Justifications for multiculturalism

One justification for multiculturalism arises out of the communitarian critique of liberalism. Liberals tend to be ethical individualists; they insist that individuals should be free to choose and pursue their own conceptions of the good life. They give primacy to individual rights and liberties over community life and collective goods. Some liberals are also individualists when it comes to social ontology (what some call methodological individualism or atomism). Methodological individualists believe that you can and should account for social actions and social goods in terms of the properties of the constituent individuals and individual goods. The target of the communitarian critique of liberalism is not so much liberal ethics as liberal social ontology. Communitarians reject the idea that the individual is prior to the community and that the value of social goods can be reduced to their contribution to individual well-being. They instead embrace ontological holism, which acknowledges collective goods as, in Charles Taylor’s words, “irreducibly social”and intrinsically valuable (Taylor 1995).

An ontologically holist view of collective identities and cultures underlies Taylor’s argument for a “politics of recognition.” Drawing on Rousseau, Herder, and Hegel, among others, Taylor argues that we do not become full human agents and define our identity in isolation from others; rather, “we define our identity always in dialogue with, sometimes in struggle against, the things our significant others want to see in us” (1994, 33). Because our identities are formed dialogically, we are dependent on the recognition of others. The absence of recognition or mis-recognition can cause serious injury: “A person or a group of people can suffer real damage, real distortion, if the people or society around them mirror back to them a confining or demeaning or contemptible picture of themselves” (25). The struggle for recognition can only be satisfactorily resolved through “a regime of reciprocal recognition among equals” (50). Taylor distinguishes the politics of recognition from the traditional liberal “politics of equal respect” that is “inhospitable to difference, because (a) it insists on uniform application of the rules defining these rights, without exception, and (b) it is suspicious of collective goals” (60). By contrast, the politics of recognition is grounded on “judgments about what makes a good life—judgments in which the integrity of cultures has an important place” (61). He discusses the example of the survival of French culture in Quebec. The French language is not merely a collective resource that individuals might want to make use of and thereby seek to preserve, as suggested by a politics of equal respect. Instead, the French language is an irreducibly collective good that itself deserves to be preserved: language policies aimed at preserving the French language in Québec “actively seek to create members of the community” by assuring that future generations continue to identify as French-speakers (58). Because of the indispensable role of cultures in the development human agency and identity, Taylor argues, we should adopt the presumption of the equal worth of all cultures (66).

A second justification for multiculturalism comes from within liberalism but a liberalism that has been revised through critical engagement with the communitarian critique of liberalism. Will Kymlicka has developed the most influential liberal theory of multiculturalism by marrying the liberal values of autonomy and equality with an argument about the value of cultural membership (1989, 1995, 2001). Rather than beginning with intrinsically valuable collective goals and goods as Taylor does, Kymlicka views cultures as instrumentally valuable to individuals, for two main reasons. First, cultural membership is an important condition of personal autonomy. In his first book, Liberalism, Community, and Culture (1989), Kymlicka develops his case for multiculturalism within a Rawlsian framework of justice, viewing cultural membership as a “primary good,” things that every rational person is presumed to want and which are necessary for the pursuit of one’s goals (Rawls 1971, 62). In his later book, Multicultural Citizenship (1995), Kymlicka drops the Rawlsian scaffolding, relying instead on the work of Avishai Margalit and Joseph Raz on national self-determination (1990). One important condition of autonomy is having an adequate range of options from which to choose (Raz 1986). Cultures serve as “contexts of choice,” which provide meaningful options and scripts with which people can frame, revise, and pursue their goals (Kymlicka 1995, 89). Second, cultural membership plays an important role in people’s self-identity. Citing Margalit and Raz as well as Taylor, Kymlicka views cultural identity as providing people with an “anchor for their self-identification and the safety of effortless secure belonging” (1995, 89, quoting Margalit and Raz 1990, 448 and also citing Taylor 1992). This means there is a deep and general connection between a person’s self-respect and the respect accorded to the cultural group of which she is a part. It is not simply membership in any culture but one’s own culture that must be secured in order for cultural membership to serve as a meaningful context of choice and a basis of self-respect.

Kymlicka moves from these premises about the instrumental value of cultural membership to the egalitarian claim that because members of minority groups are disadvantaged in terms of access to their own cultures (in contrast to members of the majority culture), they are entitled to special protections. It is important to note that Kymlicka’s egalitarian argument for multiculturalism rests on a theory of equality that critics have dubbed “luck egalitarianism” (Anderson 1999, Scheffler 2003). According to luck egalitarians, individuals should be held responsible for inequalities resulting from their own choices, but not for inequalities deriving from unchosen circumstances (Dworkin 1981; Rakowski 1993). The latter inequalities are the collective responsibility of citizens to address. For example, inequalities stemming from one’s social starting position in life are unchosen yet so strongly determine our prospects in life. Luck egalitarians argue that those born into poor families are entitled to collective support and assistance via a redistributive tax scheme. Kymlicka adds cultural membership to this list of unchosen inequalities. If one is born into the dominant culture of society, one enjoys good brute luck, whereas those who belong to minority cultures suffer disadvantages in virtue of the bad brute luck of their minority status. Insofar as inequality in access to cultural membership stems from luck (as opposed to individual choices) and one suffers disadvantages as a result of it, members of minority groups can reasonably demand that members of the majority culture must share in bearing the costs of accommodation. Minority group rights are justified, as Kymlicka argues, “within a liberal egalitarian theory…which emphasizes the importance of rectifying unchosen inequalities” (Kymlicka 1995, 109).

One might question whether cultural minority groups really are “disadvantaged” and thereby, owed positive accommodations. Why not just enforce antidiscrimination laws, stopping short of any positive accommodations for minority groups? Kymlicka and other liberal theorists of multiculturalism contend that antidiscrimination laws fall short of treating members of minority groups as equals; this is because states cannot be neutral with respect to culture. In culturally diverse societies, we can easily find patterns of state support for some cultural groups over others. While states may prohibit racial discrimination and avoid official establishment of any religion, they cannot avoid establishing one language for public schooling and other state services (language being a paradigmatic marker of culture) (Kymlicka 1995, 111; Carens 2000, 77–78; Patten 2001, 693). Linguistic advantage translates into economic and political advantage since members of the dominant cultural community have a leg up in schools, the workplace, and politics. Linguistic advantage also takes a symbolic form. When state action extends symbolic affirmation to some groups and not others by adopting a particular language or by organizing the work week and public holidays around the calendar of particular religions, it has a normalizing effect, suggesting that one group’s language and customs are more valued than those of other groups.

In addition to state support of certain cultures over others, state laws may place constraints on some cultural groups over others. Consider the case of dress code regulations in public schools or the workplace. A ban on religious dress burdens religious individuals, as in the case of Simcha Goldman, a U.S. Air Force officer, who was also an ordained rabbi and wished to wear a yarmulke out of respect to an omnipresent God ( Goldman v. Weinberger, 475 US 503 (1986)). The case of the French state’s ban on religious dress in public schools, which burdens Muslim girls who wish to wear headscarves to school, is another example (Bowen 2007, Laborde 2008). Religion may command that believers dress in a certain way (what Peter Jones calls an “intrinsic burden”), not that believers refrain from attending school or going to work (Jones 1994). Yet, burdens on believers do not stem from the dictates of religion alone; they also arise from the intersection of the demands of religion and the demands of the state (“extrinsic burden”). Individuals must bear intrinsic burdens themselves; bearing the burdens of the dictates of one’s faith, such as prayer, worship, and fasting, just is part of meeting one’s religious obligations. When it comes to extrinsic burdens, however, liberal multiculturalists argue that justice requires assisting cultural minorities bear the burdens of these unchosen disadvantages.

It is important to note that liberal multiculturalists distinguish among different types of groups. For instance, Kymlicka’s theory develops a typology of different groups and different types of rights for each. It offers the strongest form of group-differentiated rights—self-government rights—to indigenous peoples and national minorities for the luck egalitarian reason that their minority status is unchosen: they were coercively incorporated into the larger state. By contrast, immigrants are viewed as voluntary migrants: by choosing to migrate, they relinquished access to their native culture. Immigrant multiculturalism, what Kymlicka calls “polyethnic rights”, is understood as a demand for fairer terms of integration into the broader society through the granting of exemptions and accommodations, not a rejection of integration or a demand for collective self-determination (1995, 113–115).

Another set of arguments for multiculturalism rests on the value of freedom. Some theorists such as Phillip Pettit (1997) and Quentin Skinner (1998) have developed the idea of freedom from domination by drawing on the civic republican tradition. Building on this line of argument to argue for recognition, Frank Lovett (2009) maintains that domination presents a serious obstacle to human flourishing. In contrast to the conception of freedom as non-interference dominant in liberal theory, freedom as non-domination, drawn from the civic republic tradition, focuses on a person’s “capacity to interfere, on an arbitrary basis, in certain choices that the other is in a position to make” (Pettit 1997, 52). On this view of freedom, we can be unfree even when we are not experiencing any interference as in the case of a slave of a benevolent master. We are subject to domination to the extent that we are dependent on another person or group who can arbitrarily exercise power over us (Pettit 1997, ch. 2).

Frank Lovett has explored the implications of the value of freedom from domination for questions of multicultural accommodation (2010). He begins from the premise that freedom from domination is an important human good and that we have a prima facie obligation to reduce domination. He argues that the state should not accommodate social practices that directly involve domination. Indeed, if freedom from domination is a priority, then one should “aim to bring such practices to an end as quickly as possible, despite any subjective value they happen to have for their participants” (2010, 256). As for practices that do not involve subjecting individuals to domination, accommodation is permissible but not necessarily required. Accommodation is only required if accommodation would advance the goal of reducing domination. He discusses one stylized example based on a familiar real-world case: the practice among Muslim women and girls of wearing headscarves. Suppose, Lovett suggests, a detailed study of a particular Muslim community in a liberal democratic society is undertaken and it reveals that women’s educational and employment opportunities are discouraged, generating “severe patriarchal domination,” but the study also shows that the practice of wearing headscarves does not (2010, 258). Lovett argues that the practice of wearing headscarves should be accommodated because failure to do so might strengthen the community’s commitment to other shared practices that reinforce patriarchal domination.

A key empirical assumption here is that combating patriarchal practices within minority communities would be easier if the burdens on more benign practices, such as wearing headscarves, are lessened. Cecile Laborde’s analysis of the headscarf controversy in France provides support for this assumption: the effect of preventing Muslim girls from wearing headscarves is to encourage their parents to withdraw their daughters from civic education and send them to religious schools where they would not be exposed to the diversity of world views found in public schools. Formal restrictions on Muslim religious expression in the public sphere may make, in Laborde’s words, “members of dominated groups close ranks around the denigrated practice, precipitating a defensive retreat into conservative cultural forms and identities” (2008, 164).

Another situation in which accommodation is warranted on Lovett’s account is when individuals’ subjective attachment to particular practices makes them vulnerable to exploitation. He discusses the case of Mexican immigrant laborers with limited English language skills and limited knowledge of American laws and policies. Lovett argues that extending “special public measures,” such as exceptions to general rules and regulations and public legal assistance, is required insofar as such measures would reduce the domination of these workers (2010, 260). In contrast to the communitarian or liberal egalitarian arguments considered above, the basis for the special accommodations is not a desire to protect intrinsically valuable cultures or considerations of fairness or equality but the desire to reduce domination.

Mira Bachvarova has also argued for the merits of a non-domination-based multiculturalism as compared to liberal egalitarian approaches. Because of its focus on the arbitrary use of power and the broader structural inequalities within which groups interact, a non-domination approach may be more sensitive to power dynamics in both inter-group and intra-group relations. Also, in contrast to approaches developed out of egalitarian theories of distributive justice that focus on distributing different types of rights, a non-domination approach focuses on the “moral quality of the relationship between the central actors” and insists on continuity of treatment between and within groups (2014, 671).

Other theorists sympathetic to multiculturalism look beyond liberalism and republicanism, emphasizing instead the importance of grappling with historical injustice and listening to minority groups themselves. This is especially true of theorists writing from a postcolonial perspective. For example, in contemporary discussions of aboriginal sovereignty, rather than making claims based on premises about the value of Native cultures and their connection to individual members’ sense of self-worth as liberal multiculturalists have, the focus is on reckoning with history. Such proponents of indigenous sovereignty emphasize the importance of understanding indigenous claims against the historical background of the denial of equal sovereign status of indigenous groups, the dispossession of their lands, and the destruction of their cultural practices (Ivison 2006, Ivison et al. 2000, Moore 2005, Simpson 2000). This background calls into question the legitimacy of the state’s authority over aboriginal peoples and provides a prima facie case for special rights and protections for indigenous groups, including the right of self-government. Jeff Spinner-Halev has argued that the history of state oppression of a group should be a key factor in determining not only whether group rights should be extended but also whether the state should intervene in the internal affairs of the group when it discriminates against particular members of the group. For example, “when an oppressed group uses its autonomy in a discriminatory way against women it cannot simply be forced to stop this discrimination” (2001, 97). Oppressed groups that lack autonomy should be “provisionally privileged” over non-oppressed groups; this means that “barring cases of serious physical harm in the name of a group’s culture, it is important to consider some form of autonomy for the group” (2001, 97; see also Spinner-Halev 2012).

Theorists adopting a postcolonial perspective go beyond liberal multiculturalism toward the goal of developing models of constitutional and political dialogue that recognize culturally distinct ways of speaking and acting. Multicultural societies consist of diverse religious and moral outlooks, and if liberal societies are to take such diversity seriously, they must recognize that liberalism is just one of many substantive outlooks based on a specific view of man and society. Liberalism is not free of culture but expresses a distinctive culture of its own. This observation applies not only across territorial boundaries between liberal and nonliberal states, but also within liberal states and its relations with nonliteral minorities. James Tully has surveyed the language of historical and contemporary constitutionalism with a focus on Western state’s relations with Native peoples to uncover more inclusive bases for intercultural dialogue (1995). Bhikhu Parekh contends that liberal theory cannot provide an impartial framework governing relations between different cultural communities (2000). He argues instead for a more open model of intercultural dialogue in which a liberal society’s constitutional and legal values serve as the initial starting point for cross-cultural dialogue while also being open to contestation.

More recent work has emphasized the importance of developing more contextual approaches that engage with actual political struggles for recognition and give greater voice to minority groups. Through detailed examination of how national museums in Canada and the U.S. have sought to represent and recognize indigenous groups, Caitlin Tom identifies three principles for the practice of recognition: self-definition, responsiveness, and internal contestation. Whether it be museum officials seeking to exhibit the history and culture of minority groups or government officials deciding whether official apologies for historical injustices are in order, they should respect individual and collective self-definition, respond to demands for recognition on terms that align with the terms of those being recognized, and accommodate internal contestation of group meanings. As Tom argues, practices of recognition guided by these principles come closer to fostering freedom and equality of minority groups than existing approaches (2018).

3. Critique of multiculturalism

Some critics contend that theories of multiculturalism are premised on an essentialist view of culture. Cultures are not distinct, self-contained wholes; they have long interacted and influenced one another through war, imperialism, trade, and migration. People in many parts of the world live within cultures that are already cosmopolitan, characterized by cultural hybridity. As Jeremy Waldron argues, “We live in a world formed by technology and trade; by economic, religious, and political imperialism and their offspring; by mass migration and the dispersion of cultural influences. In this context, to immerse oneself in the traditional practices of, say, an aboriginal culture might be a fascinating anthropological experiment, but it involves an artificial dislocation from what actually is going on in the world” (1995, 100). To aim at preserving or protecting a culture runs the risk of privileging one allegedly pure version of that culture, thereby crippling its ability to adapt to changes in circumstances (Waldron 1995, 110; see also Appiah 2005, Benhabib 2002, Scheffler 2007). Waldron also rejects the premise that the options available to an individual must come from a particular culture; meaningful options may come from a variety of cultural sources. What people need are cultural materials, not access to a particular cultural structure. For example, the Bible, Roman mythology, and the Grimms’ fairy tales have all influenced American culture, but these cultural sources cannot be seen as part of a single cultural structure that multiculturalists like Kymlicka aim to protect.

In response, multicultural theorists agree that cultures are overlapping and interactive, but they nonetheless maintain that individuals belong to separate societal cultures. In particular, Kymlicka has argued that while options available to people in any modern society come from a variety of ethnic and historical sources, these options become meaningful to us only if “they become part of the shared vocabulary of social life—i.e. embodied in the social practices, based on a shared language, that we are exposed to... That we learn...from other cultures, or that we borrow words from other languages, does not mean that we do not still belong to separate societal cultures, or speak different languages” (1995, 103). Liberal egalitarian defenders of multiculturalism like Kymlicka maintain that special protections for minority cultural groups still hold, even after we adopt a more cosmopolitan view of cultures, because the aim of group-differentiated rights is not to freeze cultures in place but to empower members of minority groups to continue their distinctive cultural practices so long as they wish to.

A second major criticism is aimed at liberal multicultural theories of accommodation in particular and stems from the value of freedom of association and conscience. If we take these ideas seriously and accept both ontological and ethical individualism as discussed above, then we are led to defend not special protections for groups but the individual’s right to form and leave associations. As Chandran Kukathas (1995, 2003) argues, there are no group rights, only individual rights. By granting cultural groups special protections and rights, the state oversteps its role, which is to secure civility, and risks undermining individual rights of association. States should not pursue “cultural integration” or “cultural engineering” but rather a “politics of indifference” toward minority groups (2003, 15).

One limitation of such a laissez-faire approach is that groups that do not themselves value toleration and freedom of association, including the right to dissociate or exit a group, may practice internal discrimination against group members, and the state would have little authority to interfere in such associations. A politics of indifference would permit the abuse of vulnerable members of groups (discussed below in 3.6), tolerating, in Kukathas’s words, “communities which bring up children unschooled and illiterate; which enforce arranged marriages; which deny conventional medical care to their members (including children); and which inflict cruel and ‘unusual’ punishment” (Kukathas 2003, 134). To embrace such a state of affairs would be to abandon the values of autonomy and equality, values that many liberals take to be fundamental to any liberalism worth its name.

A third challenge to multiculturalism views it as a form of a “politics of recognition” that diverts attention from a “politics of redistribution.” We can distinguish analytically between these modes of politics: a politics of recognition challenges status inequality and the remedy it seeks is cultural and symbolic change, whereas a politics of redistribution challenges economic inequality and exploitation and the remedy it seeks is economic restructuring (Fraser 1997, Fraser and Honneth 2003). Working class mobilization tilts toward the redistribution end of the spectrum, and claims for exemption from generally applicable laws and the movement for same-sex marriage are on the recognition end. In the U.S. critics who view themselves as part of the “progressive left” worry that the rise of the “cultural left” with its emphasis on multiculturalism and difference turns the focus away from struggles for economic justice (Gitlin 1995, Rorty 1999). Critics in the United Kingdom and Europe have also expressed concern about the effects of multiculturalism on social trust and public support for economic redistribution (Barry 2001, Miller 2006, van Parijs 2004). Phillipe van Parijs invited scholars to consider the proposition, “Other things being equal, the more cultural... homogeneity within the population of a defined territory, the better the prospects in terms of economic solidarity” (2004, 8).

There are two distinct concerns here. The first is that the existence of racial and ethnic diversity reduces social trust and solidarity, which in turn undermines public support for policies that involve economic redistribution. For example, Robert Putnam argues that the decline in social trust and civic participation in the U.S. is strongly correlated with racial and ethnic diversity (2007). Rodney Hero has shown that the greater the racial and ethnic heterogeneity in a state, the more restrictive state-level welfare programs are (Hero 1998, Hero and Preuhs 2007). Cross-national analyses suggest that differences in racial diversity explain a significant part of the reason why the U.S. has not developed a European-style welfare state (Alesina and Glaeser 2004). The second concern is that multiculturalism policies themselves undermine the welfare-state by heightening the salience of racial and ethnic differences among groups and undermining a sense of common national identity that is viewed as necessary for a robust welfare state (Barry 2001, Gitlin 1995, Rorty 1999).

In response, theorists of multiculturalism have called for and collaborated on more empirical research of these purported trade-offs. With respect to the first concern about the tension between diversity and redistribution, Kymlicka and Banting question the generalizability of the empirical evidence that is largely drawn from research either on Africa, where the weakness of state institutions has meant no usable traditions or institutional capacity for dealing with diversity, or on the U.S., where racial inequality has been shaped by centuries of slavery and segregation. Where many minority groups are newcomers and where state institutions are strong, the impact of increasing diversity may be quite different (Kymlicka and Banting 2006, 287). Barbara Arneil has also challenged Putnam’s social capital thesis, arguing that participation in civil society has changed, not declined, largely as a result of mobilization among cultural minorities and women seeking greater inclusion and equality (Arneil 2006a). She argues that it is not diversity itself that leads to changes in trust and civic engagement but the politics of diversity, i.e. how different groups respond to and challenge the norms governing their society. The central issue, then, is not to reduce diversity but to determine principles and procedures by which differences are renegotiated in the name of justice (Arneil and MacDonald 2010).

As for the second concern about the tradeoff between recognition and redistribution, the evidence upon which early redistributionist critics such as Barry and Rorty relied was speculative and conjectural. Recent cross-national research suggests that there is no evidence of a systematic tendency for multiculturalism policies to weaken the welfare state (Banting et al. 2006). Irene Bloemraad’s comparative study of immigrant integration in Canada and the U.S. offers support for the view that not only is there no trade-off between multiculturalism and the welfare-state but multiculturalism policies can actually increase attention and resources devoted to redistributive policies. She finds that Canada’s multiculturalism policies, which provide immigrants with a variety of services in their native languages and encourage them to preserve their cultural traditions even as they become Canadian citizens, are the main reason why the naturalization rate among permanent residents in Canada is twice that of permanent residents in the U.S. Multiculturalists agree more empirical research is needed, but they nonetheless maintain that redistribution and recognition are not either/or propositions. Both are important dimensions in the pursuit of equality for minority groups. In practice, both redistribution and recognition—responding to material disadvantages and marginalized identities and statuses—are required to achieve greater equality across lines of race, ethnicity, nationality, religion, sexuality, and class, not least because many individuals stand at the intersection of these different categories and suffer multiple forms of marginalization. A politics of recognition is important not only on account of its effects on socioeconomic status and political participation but also for the sake of full inclusion of members of marginalized groups as equal citizens.

A fourth objection takes issue with liberal multiculturalist’s understanding of what equality requires. Brian Barry defends a universalist ideal of equality, in contrast to the group-differentiated ideal of equality defended by Kymlicka. Barry argues that religious and cultural minorities should be held responsible for bearing the consequences of their own beliefs and practices, just as members of the dominant culture are held responsible for bearing the consequences of their beliefs. He does think that special accommodations are owed to people with disabilities, but he believes religious and cultural affiliations are different from physical disabilities: the former do not constrain people in the way that physical disabilities do. A physical disability supports a strong prima facie claim to compensation because it limits a person’s opportunities to engage in activities that others are able to engage in. In contrast, religion and culture may shape one’s willingness to seize an opportunity, but they do not affect whether one has an opportunity. Barry argues that egalitarian justice is only concerned with ensuring a reasonable range of equal opportunities, not with ensuring equal access to any particular choices or outcomes (2001, 37). When it comes to cultural and religious affiliations, they do not limit the range of opportunities one enjoys but rather the choices one can make within the set of opportunities available to all.

In reply, one might agree that opportunities are not objective in the strong physicalist sense suggested by Barry. But the opportunity to do X is not just having the possibility to do X without facing physical encumbrances; it is also the possibility of doing X without incurring excessive costs or the risk of such costs (Miller 2002, 51). State law and cultural commitments can conflict in ways such that the costs for cultural minorities of taking advantage of the opportunity are prohibitively high. In contrast to Barry, liberal multiculturalists argue that many cases where a law or policy disparately impacts a religious or cultural practice constitute injustice. For instance, Kymlicka points to the Goldman case (discussed above) and other religion cases, as well as to claims for language rights, as examples in which group-differentiated rights are required in light of the differential impact of state action (1995, 108–115). His argument is that since the state cannot achieve complete disestablishment of culture or be neutral with respect to culture, it must somehow make it up to citizens who are bearers of minority religious beliefs and native speakers of other languages. Because complete state disestablishment of culture is not possible, one way to ensure fair background conditions is to provide roughly comparable forms of assistance or recognition to each of the various languages and religions of citizens. To do nothing would be to permit injustice.

Some postcolonial theorists are critical of multiculturalism and the contemporary politics of recognition for reinforcing, rather than transforming, structures of colonial domination in relations between settler states and indigenous communities. Focusing on Taylor’s theory of the politics of recognition, Glen Coulthard has argued that “instead of ushering in an era of peaceful coexistence grounded on the Hegelian idea of reciprocity, the politics of recognition in its contemporary form promises to reproduce the very configurations of colonial power that indigenous peoples’ demands for recognition have historically sought to transcend” (2007, 438–9; see also Coulthard 2014). There are several elements to Coulthard’s critique. First, he argues that the politics of recognition, through its focus on reformist state redistributionist schemes like granting cultural rights and concessions to aboriginal communities, affirms rather than challenges the political economy of colonialism. In this regard, the politics of recognition reveals itself to be a variant of liberalism, which “fails to confront the structural/economic aspects of colonialism at its generative roots” (2007, 446). Second, the contemporary politics of recognition toward indigenous communities rests on a flawed sociological assumption: that both parties engaged in the struggle for recognition are mutually dependent on one another’s acknowledgement for their freedom and self-worth. Yet, no such mutual dependency exists in actual relations between nation-states and indigenous communities: “the master—that is, the colonial state and state society—does not require recognition from the previously self-determining communities upon which its territorial, economic, and social infrastructure is constituted” (451). Third, Coulthard argues that true emancipation for the colonized cannot occur without struggle and conflict that “serves as the mediating force through which the colonized come to shed their colonial identities” (449). He employs Frantz Fanon to argue that the road to true self-determination for the oppressed lies in self-affirmation: rather than depending on their oppressors for their freedom and self-worth, “the colonized must initiate the process of decolonization by recognizing themselves as free, dignified and distinct contributors to humanity” (454). This means that indigenous peoples should “collectively redirect our struggles away from a politics that seeks to attain a conciliatory form of settler-state recognition for Indigenous nations toward a resurgent politics of recognition premised on self-actualization, direct action, and the resurgence of cultural practices that are attentive to the subjective and structural composition of settler-colonial power” (2014, 24).

Taylor, Kymlicka, and other proponents of the contemporary politics of recognition might agree with Coulthard that self-affirmation by oppressed groups is critical for true self-determination and freedom of indigenous communities, but such self-affirmation need not be viewed as mutually exclusive from state efforts to extend institutional accommodations. State recognition of self-government rights and other forms of accommodation are important steps toward rectifying historical injustices and transforming structural inequalities between the state and indigenous communities. Coulthard’s analysis redirects attention to the importance of evaluating and challenging the structural and psycho-affective dimensions of colonial domination, but by arguing that indigenous peoples should “turn away” (2007, 456) from settler-states and settler societies may play into the neoliberal turn toward the privatization of dependency and to risk reinforcing the marginalization of indigenous communities at a time when economic and other forms of state support may be critical to the survival of indigenous communities.

The set of critiques that has ignited perhaps the most intense debate about multiculturalism argues that extending protections to minority groups may come at the price of reinforcing oppression of vulnerable members of those groups—what some have called the problem of “internal minorities” or “minorities within minorities” (Green 1994, Eisenberg and Spinner-Halev 2005). Multicultural theorists have tended to focus on inequalities between groups in arguing for special protections for minority groups, but group-based protections can exacerbate inequalities within minority groups. This is because some ways of protecting minority groups from oppression by the majority may make it more likely that more powerful members of those groups are able to undermine the basic liberties and opportunities of vulnerable members. Vulnerable subgroups within minority groups include religious dissenters, sexual minorities, women, and children. A group’s leaders may exaggerate the degree of consensus and solidarity within their group to present a united front to the wider society and strengthen their case for accommodation.

Some of the most oppressive group norms and practices revolve around issues of gender and sexuality, and it is feminist critics who first called attention to potential tensions between multiculturalism and feminism (Coleman 1996, Okin 1999, Shachar 2000). These tensions constitute a genuine dilemma if one accepts both that group-differentiated rights for minority cultural groups are justifiable, as multicultural theorists do, and that gender equality is an important value, as feminists have emphasized. Extending special protections and accommodations to minority groups engaged in patriarchal practices may help reinforce gender inequality within these communities. Examples that have been analyzed in the scholarly literature include conflicts over arranged marriage, the ban on headscarves, the use of “cultural defenses” in criminal law, accommodating religious law or customary law within dominant legal systems, and self-government rights for indigenous communities that reinforce the inequality of women.

These feminist objections are especially troublesome for liberal egalitarian defenders of multiculturalism who wish to promote not only inter-group equality but also intra-group equality, including gender equality. In response, Kymlicka (1999) has emphasized the similarities between multiculturalism and feminism: both aim at a more inclusive conception of justice, and both challenge the traditional liberal assumption that equality requires identical treatment. To address the concern about multicultural accommodations exacerbating intra-group inequality, Kymlicka distinguishes between two kinds of group rights: “external protections” are rights that a minority group claims against non-members in order to reduce its vulnerability to the economic and political power of the larger society, whereas “internal restrictions” are rights that a minority group claims against its own members. He argues that a liberal theory of minority group rights defends external protections while rejecting internal restrictions (1995, 35–44;1999, 31).

But many feminist critics have emphasized, granting external protections to minority groups may sometimes come at the price of internal restrictions. They may be different sides of the same coin: for example, respecting the self-government rights of Native communities may entail permitting sexually discriminatory membership rules enacted by the leaders of those communities. Whether multiculturalism and feminism can be reconciled within liberal theory depends in part on the empirical premise that groups that seek group-differentiated rights do not support patriarchal norms and practices. If they do, liberal multiculturalists would in principle have to argue against extending the group right or extending it with certain qualifications, such as conditioning the extension of self-government rights to Native peoples on the acceptance of a constitutional bill of rights.

There has been a wave of feminist responses to the problem of vulnerable internal minorities that is sympathetic to both multiculturalism and feminism (see, e.g., Arneil 2006b, Deveaux 2006, Eisenberg 2003, Lépinard 2011, Phillips 2007, Shachar 2001, Song 2007, Volpp 2000). Some feminists have emphasized the importance of moving away from essentialist notions of culture and reductive views of members of minority groups as incapable of meaningful agency (Phillips 2007, Volpp 2000). Other feminists have sought to shift the emphasis from liberal rights towards more democratic approaches. Liberal theorists have tended to start from the question of whether and how minority cultural practices should be tolerated or accommodated in accordance with liberal principles, whereas democratic theorists foreground the role of democratic deliberation and ask how affected parties understand the contested practice. By drawing on the voices of affected parties and giving special weight to the voice of women at the center of gendered cultural conflicts, deliberation can clarify the interests at stake and enhance the legitimacy of responses to cultural conflicts (Benhabib 2002, Deveaux 2006, Song 2007). Deliberation also provides opportunities for minority group members to expose instances of cross-cultural hypocrisy and to consider whether and how the norms and institutions of the larger society, whose own struggles for gender equality are incomplete and ongoing, may reinforce rather than challenge sexist practices within minority groups (Song 2005). There is contestation over what constitutes subordination and how best to address it, and intervention into minority cultural groups without the participation of minority women themselves fails to respect their freedom and is not likely to serve their interests.

The biggest challenge to multiculturalism today may not be philosophical but political: a political retreat or backlash against immigrant multiculturalism in particular. Some scholars have diagnosed a “retreat” from multiculturalism in Europe and Australia, which they attribute to a lack of public support based partly on the limited success of such policies to foster the integration of minorities (Joppke 2004, McGhee 2008). But other scholars argue there is lack of evidence of any such retreat. Based on their analysis of British policies, Varun Uberoi and Tariq Modood find that legal exemptions for minority religious practices, anti-discrimination measures, and multicultural education policies remain in place, and there is no country-wide evidence suggesting that public services are no longer delivered in different languages (2013, 134). Further research is needed on whether and why there has been a retreat from multiculturalism policies.

Perhaps the claim about a “retreat” from multiculturalism has less to do with any actual changes in state policies and more with concerns about lack of social unity and increasing tensions among diverse groups in liberal democratic societies and the sense that multiculturalism is somehow to blame. Consider then-Prime Minister David Cameron’s 2011 speech: “Under the doctrine of state multiculturalism, we have encouraged different cultures to live separate lives, apart from each other and apart from the mainstream. We’ve failed to provide a vision of society to which they [young Muslims] feel they want to belong” (Cameron 2011). According to Cameron, multiculturalism stands for separation and division, not integration and unity. But the survey of different theories of multiculturalism above demonstrates that most theories of immigrant multiculturalism do not aim at separation but rather devising fairer terms of inclusion for religious and cultural minorities into mainstream society (Kymlicka 1995).

Going forward, public debate about immigrant multiculturalism should be pursued in a broader context that considers the politics of immigration, race, religion, and national security. Multiculturalism may become an easy rhetorical scapegoat for public fear and anxiety whenever national security is seen to be threatened and when economic conditions are bad. In Europe, concerns about the radicalization of Muslim minorities have become central to public debates about immigration and multiculturalism. This was especially true in the face of the European migration crisis as over a million people fleeing war and violence in Syria, Iraq, and elsewhere made perilous journeys by sea and land into Europe. This crisis tapped into fears about terrorism and security, especially after the November 2015 Paris and July 2016 Nice attacks; it also renewed concerns about the limits of past efforts to integrate newcomers and their descendants. Evidence from across Europe suggests that Muslims are struggling to succeed in education and the labor market in comparison to other religious and cultural minorities (Givens 2007).

Socioeconomic and political marginalization interacts with immigrants’ own sense of belonging: it is hard to imagine newcomers feeling integrated before they make significant steps toward socioeconomic integration. Integration is a two-way street: not only must immigrants work to integrate themselves, but the state itself must make accommodations to facilitate integration, as many multicultural theorists have emphasized. As Cecile Laborde observes, North African youth in France are “routinely blamed for not being integrated,” but this blame “confuses French society’s institutional responsibility to integrate immigrants with immigrants’ personal failure to integrate into society” (Laborde 2008, 208). The challenge of integrating immigrants has been heightened by increasing public acceptability of expressions of anti-Muslim sentiment. The rise of far-right political parties and their anti-Muslim publicity campaigns, coupled with the media’s willingness to report, often uncritically, their positions damage the prospects for integrating Muslims in Europe (Lenard 2010, 311). Muslim political leaders report that it is “part of mainstream public dialogue” to refer to the “menace of foreign cultures and the threat posed by immigrants in general, and Muslims in particular, to social solidarity and cultural homogeneity” (Klausen 2005, 123). Muslims have been, in Laborde’s words, “reduced to their presumed identity, culture, or religion, and consequently stigmatized as immigrant, Arab, or Muslim” (2008, 17). The challenges posed by integrating Muslims are thought to be more complex than the challenges of integrating earlier waves of immigrants, but as Patti Lenard argues, this alleged complexity derives from the simplistic and unfair elision between Islamic fundamentalism and the vast majority of Muslim minorities in Europe who desire integration on fairer terms of the sort that multiculturalists defend (Lenard 2010, 318).

In light of these concerns with immigrant multiculturalism, multicultural theorists need to continue to make the case that the ideal of multicultural citizenship stands for fairer terms of integration, not separation and division, and offer answers to questions such as: Why is multicultural citizenship more desirable than the traditional liberal ideal of common citizenship based on a uniform set of rights and opportunities for everyone? Are multiculturalism policies actually fostering greater integration of immigrants and their descendants? How should we think about the relationship between multiculturalism and struggles to address inequalities based on race, indigeneity, class, gender, sexuality, and disability? It is also important to study the development of multiculturalism beyond the West, including whether and how Western theories and practices of multiculturalism have traveled and been incorporated. For example, what lessons have states that only recently opened up to significant immigration, such as South Korea, drawn from the experiences of other states, and what sorts of multiculturalism policies have they adopted and why? (Lie 2014)

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

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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.

Did you know that students buy essay papers three times out of five? That’s because the college workload is pretty heavy, and free time is a rare commodity. In addition, some topics might not resonate at all, like diversity or bullying. That’s why professional writers are always there for you to assist. 

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.

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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Essay on Multicultural Diversity

Students are often asked to write an essay on Multicultural Diversity in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Multicultural Diversity

What is multicultural diversity.

Multicultural diversity means many different cultures living together in one place. Think of it like a garden with lots of types of flowers. Each culture has its own way of life, traditions, and languages, just like each flower has its own color and shape.

Benefits of Diversity

When people from different backgrounds meet, they share ideas and learn from each other. This can lead to new foods, music, and art. It’s like getting to try different ice cream flavors instead of just one.

Challenges of Diversity

Sometimes, people find it hard to understand those who are different from them. This can lead to arguments or feeling left out. It’s important to listen and try to learn about others’ ways.

Learning from Each Other

Schools and communities often celebrate different cultures with festivals and events. This helps everyone learn and have fun together. It’s like having friends from all over the world in your own backyard.

250 Words Essay on Multicultural Diversity

Multicultural diversity means people from many different cultures live together in one place. Imagine a street where one family celebrates Diwali, another enjoys Christmas, and yet another marks Eid. They all have different traditions, foods, and languages. This mix of cultures makes a colorful and interesting community.

Why Multicultural Diversity Matters

In a place with multicultural diversity, we learn about new ways of living. We can taste different kinds of food, listen to various types of music, and learn new languages. This helps us understand and respect people who are not like us. It’s like having the world in your backyard!

Benefits in Schools

In schools, kids from different cultures can share their traditions with classmates. This makes school exciting and teaches children to be kind and open-minded. When kids learn about other cultures early, they grow up knowing how to live peacefully with many kinds of people.

Challenges to Overcome

Sometimes, people find it hard to accept those who are different from them. This can lead to misunderstandings or even arguments. But, when we talk and listen to each other, we can solve these problems. It’s important for everyone to feel welcome and important.

Multicultural diversity is like a beautiful garden with many types of flowers. Each one adds its own color and beauty. When we learn to live together and share our cultures, we make our world a happier and more interesting place for everyone.

500 Words Essay on Multicultural Diversity

Multicultural diversity means the presence of many different types of cultures and people in a place. Imagine a school where students come from all around the world. One friend might be from Mexico and loves to share stories about their hometown traditions. Another friend could be from India, teaching everyone about the colorful festival of Holi. This mix of backgrounds, languages, and traditions is what we call multicultural diversity.

Why is Multicultural Diversity Important?

Multicultural diversity is like a garden with many kinds of flowers. Each flower has its own color, shape, and smell. Together, they make the garden beautiful. In the same way, when people from different cultures come together, they bring their unique ideas and experiences. This can lead to better teamwork, more creative ideas, and a deeper understanding of the world.

For example, when kids play with others from different cultures, they learn new games and stories. They also learn that even if someone looks different or speaks another language, they can still be friends and have fun together.

The Benefits of Learning from Each Other

When we meet people from different cultures, we get the chance to learn new things. Maybe a new student from China teaches the class how to write their name in Chinese characters. Or a student from Africa shares music from their country, and everyone dances along. By learning from each other, we become smarter and more open-minded.

Challenges of Multicultural Diversity

Sometimes, having many cultures together can be tough. People might not understand each other’s languages or ways of doing things. This can lead to misunderstandings or even arguments. But these challenges are chances to learn. When we talk and listen to each other, we can solve problems and make everyone feel welcome.

How Can We Support Multicultural Diversity?

Supporting multicultural diversity means being a good friend to everyone, no matter where they come from. It means being curious and asking questions about other cultures. It also means standing up for others if someone is not being nice to them because of their background.

Schools can help by celebrating different cultural holidays and teaching students about various cultures around the world. Families can try foods from different countries or listen to music from other parts of the world. By doing these things, we show that we care about and respect everyone’s culture.

Multicultural diversity is like a treasure chest full of stories, languages, and traditions from all over the world. It helps us learn, grow, and understand each other better. When we embrace the different cultures around us, we make our communities more colorful and exciting places to live. So let’s celebrate our differences and learn from one another, because together, we make the world a richer place.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Mother Nature
• Essay on Favourite Holiday Destination
• Essay on Mother Earth Protection

Apart from these, you can look at all the essays by clicking here .

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What Is Cultural Diversity And Why Is It Important?

Updated: December 14, 2023

Published: July 28, 2020

The things you do and the practices you were taught inform who you become. Culture is a broad term that encompasses beliefs, values, norms, behaviors, and overall can be understood as our “way of being.” When you go out into the world, you will come into contact with people from different backgrounds and walks of life. It’s a good rule of thumb to honor cultural diversity with your actions. So, what is cultural diversity and why does it matter?

Let’s get into the details of how cultural diversity can take shape in professional settings, within educational institutions, and overall, in most aspects of life.

Photo by Omar Lopez on Unsplash

Cultural diversity – defined.

Cultural diversity is synonymous with multiculturalism. Multiculturalism is defined by the Encyclopedia Britannica as, “the view that cultures, races, and ethnicities, particularly those of minority groups, deserve special acknowledgment of their differences within a dominant political culture.”

The importance of cultural diversity can be interpreted on the basis of these related actions:

• Recognizing that there is a large amount of cultures that exist
• Respecting each other’s differences
• Acknowledging that all cultural expressions are valid
• Valuing what cultures have to bring to the table
• Empowering diverse groups to contribute
• Celebrating differences, not just tolerating them

So, what are some examples of cultural diversity?

Cultural diversity looks like this:

• In A Workplace: Having a multilingual team, having a diverse range of ages working together, having policies that are vocally against discrimination, etc.
• In A School Setting: Having students from all over the world (like at the University of the People ), being accepting of all religious practices and traditions that students part take in, supporting students to share their cultures with one another, etc.

The Importance Of Cultural Diversity In Education

Cultural diversity is important in every setting in life, but it can be even more pivotal when it happens within education. Students around the world have the right to equal access of quality education , and as such, there are many upsides that come along with it when institutions believe in the power of diversity.

Cultural diversity in education helps to support:

1. Deep Learning

Learning happens within the curriculum and outside of it. With a diverse student population, students have the privilege of gaining more understanding about people and backgrounds from all over. This also contributes to diversity of thought and perspectives that make learning more interesting and dynamic.

2. Confidence And Growth

When students participate with people from varied cultures, it provides them with more confidence in dealing with things outside of their comfort zones. It can build strength of character, pride, and confidence.

3. Preparation For The Future

If a workplace has done the necessary work, it’s bound to be culturally diverse. Attending a culturally diverse institute of education will prepare students for their future in a workplace.

4. More Empathy

Interacting with people who have diverse practices, beliefs, life experiences, and culture promotes empathy. While you can never fully understand someone’s life without being them, you can learn, listen, and understand.

Benefits Of Cultural Diversity

The world is naturally multicultural. Approaching cultural diversity with a mindset and actions that embrace this fact leads to many benefits, like:

• Compassion: Communication and understanding of differences leads to increased compassion instead of judgment.
• Innovation: Varied perspectives and lens of looking at the world lend to innovative thinking.
• Productivity: People who come together and bring their own style of working together tend to support a more productive team.
• New Opportunities: The diversity opens the door to new opportunities and the blending of ideas which would otherwise have been homogeneous.
• Problem-Solving: Challenges are layered, so having people with different backgrounds can lead to better problem-solving with richness of opinions.

How To Support Cultural Diversity

Individuals and institutions alike have the agency to support cultural diversity. If you’re unsure how you can take action to do so, consider these ideas:

• Interact with people outside of your culture
• Be open-minded to listen and let go of judgment
• If you see anyone who is being culturally insensitive, speak out against it
• Accept that differences are beneficial and not harmful
• Don’t force your beliefs on people with opposing views
• Advocate to hire people or work with people who are not within your same culture
• Travel the world as much as you can to take part in cultures and understand them from the source
• Read literature and learn from different cultures
• Absorb media and art from around the world
• Learn a new language and communicate in a friend’s native language rather than your own

How UoPeople Supports Diversity

The University of the People was founded with the mission to offer accessible education that’s affordable to students from the entire globe. We believe that our differences bring strength and can help to promote world peace, just like education. That’s why we have a global student body with students attending our online degree programs from over 200 countries and territories.

While our institution is set up to be affordable to all because programs are tuition-free, we also extend specific scholarships that help to grow cultural diversity.

Some of our scholarships include :

• Scholarship for Syrian Refugees
• U.S. Embassy in Burkina Faso Scholarship
• Viatnamese Scholarship Fund
• Botari Women’s Scholarship Fund

Photo by Kyle Glenn on Unsplash

Cultural diversity is worth celebrating.

The world is filled with people who have different beliefs, religions, traditions, and ways of living. It is within our differences that we can find beauty. Both in educational and professional environments, cultural diversity benefits everyone. It paves the way to better problem-solving, more empathy and compassion, deepened learning, and approaches the world from various perspectives.

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Cultural Diversity Essay: Examples, Topics, &Tips

What did you eat for lunch today? On which holidays do you visit your parents? Which language do you speak? What is your religion? Answers to these questions can say more about what you could think. Culture made you the person you are now. It encompasses the shared beliefs, values, language, and behaviors that one generation inherits from another.

A cultural diversity essay covers the presence of several cultural groups in one society, their interaction, and convergence .

In this article, you will find:

• the meaning of globalization and multicultural society,
• 78 cultural diversity essay topics,
• a dozen of writing tips.

Our two cultural diversity essay examples will illustrate the best way to approach this subject matter.

• 🥗 Cultural Diversity: the Basics

🗽 Cultural Diversity in the US

• 💡 78 Essay Topics
• ✍️ 10 Writing Tips
• Cultural Diversity in Nursing
• Cultural Diversity in Schools

🥗 Cultural Diversity Essay: What Is It About?

During your college life, you will be assigned many tasks on cultural diversity , especially if you study in the US (which is one of the most multicultural countries). They teach you to appreciate that society consists of many ethnic groups . Their interests, needs, and social skills differ. Moreover, their religious beliefs and sexual orientations can vary as well, and you should respect that.

Sociology, cultural studies, psychology , anthropology, and human geography deals with sociology and multiculturalism. You will write a cultural diversity essay for one of these subjects.

A multicultural society requires its members to have the following skills and behaviors:

• respect the differences;
• appreciate what other cultures offer and encourage their contributions;
• acknowledge the importance of various cultural expressions ;
• empower ethnic minorities to reveal their maximum potential;
• be critical to one’s own biases and barriers;
• tolerate and celebrate the differences to create unity through diversity.

Cultural Diversity: Key Benefits

• Learning to be open-minded. It teaches us to get rid of stereotypes and understand other people and their backgrounds. Education in a multicultural group gives you an excellent opportunity to learn outside the curriculum.
• Opportunities to grow. It makes you more confident. You are not as afraid to leave your comfort zone as in a monocultural group.
• Getting ready for the future. Most modern companies are multicultural . Studying at a culturally diverse institution prepares you for your future workplace.
• Empathy and tolerance. Interactions with people whose beliefs and life experiences are different train you to “feel” their problems and needs. And although you will never understand what it is like to walk in their shoes, you learn to listen and understand.

Multiculturalism Theories

There are two theories of multiculturalism that describe how different cultures coexist in the same society. Their names are metaphoric .

• The Salad Bowl Theory Salad’s ingredients never merge. Still, their combination creates a single dish with its unique flavor. This theory claims that people of different cultures always retain some of their traditional characteristics. Chinatown and Little India in New York are the best examples of a salad bowl community. According to this theory, people should not reject their cultural heritage to become full-fledged members of the predominant population group. But this opinion has its negative side. Encouraging cultural differences divides the community and leads to discrimination .
• The Melting Pot Theory When iron and carbon are heated in a melting pot, they create a stronger metal. This theory states that cultures will “melt together” and abandon their traditions over time. They assimilate according to the rules of the dominant population. The best example is the life of immigrants in the United States.  This model also has its drawbacks. It disregards the wishes of ethnic minorities and has to be politically enforced. It also reduces diversity. Current globalization is an excellent example of the melting pot theory. Nations lose their traditional lifestyles and heritages to form a new homogenous society.

Kenneth Prewitt, the US Census Bureau senior advisor, once said that “we’re on our way to becoming the first country in history that is literally made up of every part of the world.” Indeed, the US is the most multicultural place on Earth .

But at a deeper level, if there is the first such country, there will be more. The US is a role model for many other nations in organizational practices of cultural identities. Almost everything that becomes a norm here will come to reality elsewhere.

Since the Europeans colonized it several centuries ago , millions of people immigrated and settled in the US. Their cultural backgrounds and ethnicities merged. Being the third-largest country in area and population, America has formed its subcultures. They are geographically distributed among the four regions.

💡 78 Cultural Diversity Essay Topics

We have prepared the most compelling list of topics for a cultural diversity essay of any length and subject. Combine them to generate your own ideas!

• Family changes in American and African cultures .
• How is cultural diversity related to multiculturalism?
• Multicultural vs. citizenship education .
• American culture reflection in sport .
• Why is it important to support ancient traditions?
• What Is cultural pluralism ?
• Describe the cultural diversity in your native country.
• Education theories across cultures .
• Cross-cultural management problems .
• Why do we call America “the Land of Opportunity?”
• South Korea: Culture, government, and development .
• How does dialect influence the local culture?
• Popular music in the modern culture .
• Cultural competence in multicultural environment .
• Why is it essential to preserve cultural diversity?
• Canadian political culture .
• Women in politics: Is multiculturalism bad for women ?
• The history of multiculturalism in China .
• Anthropology: The culture of the people of the River Front .
• The new ideas I learned from cultural diversity in my college.
• Verbal and non-verbal communication in effective cross-cultural communication .
• Novel professions in culturally diverse societies.
• Culture, globalization, and intercultural adaptation .
• Intercultural communication and staff in tourism .
• What is multicultural awareness?
• Feminism in the hip-hop culture.
• Which theory of multiculturalism do you support?
• Future American cultural, racial, ethnic diversity.
• Differences between the Brazilian and American cultures .
• How many multicultural metaphors do you know?
• Multicultural psychology, its history and importance.
• The concept of cultural diversity and its meanings.
• Intercultural and nonverbal communication challenges.
• The effects of diverse culture on a business in UAE .
•  What is the effect of cultural diversity in schools : An essay.
• Intercultural communication breakdown.
• Teaching culturally and ethnically diverse learners in the science classroom .
• Cultural exception: Culture is not a commercial product.
• Impact of culture on the American family system and structure.
• Multiculturally competent psychotherapy .
• Compare cultural diversity in society to biodiversity in nature .
• Culture, cultural identity and related phenomena.
• Describe the ways of measuring cultural diversity.
• Polygamy in the Muslim culture context .
• Intercultural interactions: Verbal and non-verbal communication challenges .
• Poverty is not cultural diversity.
• Music, media and culture influence on behavior.
• Unethical religious practices : A contribution to cultural diversity?
• Cultural diversity and inclusion in society.
• Culturally and linguistically diverse families .
• How does the mass media ruin the individuality of cultures ?
• The challenges of contemporary cultural diversity in criminal justice .
• Why are Western Balkan countries so diverse?
• The Parisian culture: European and Islamic cultures.
• Perspectives and attitudes of multicultural English language teachers .
• Cultural footprints in my city.
• Building cross cultural competence.
• Does multiculturalism hinder social cohesion?
• Foreignism, media, imperialism influence on culture.
• Different cultural practices in healthcare .
• The distinctive nature of cultural diversity in nursing: An essay.
• Cultural relativism, its strengths and weaknesses .
• How does homogenous culture ensure shared emotions of the population?
• Hip-hop in Japan and cultural globalization.
• James Banks and multicultural education .
• The problem of a sense of belonging in a multicultural group.
• Multiculturalism in forensic psychology practice .
• Can we protect endangered languages ?
• Heritage and culture in African American literature.
• Evangelism in a cross-cultural environment .
• Can you see the reality through the eyes of another person?
• Gender differences in communication.
• Does multiculturalism favor gender equality?
• Analysis of cultures: Deaf culture, white culture, and black culture .
• Globalization, multiculturalism, and Muslims .
• Different rites of different cultures: An essay.
• Cross-cultural communication issues.
• Customer relationship in a cross-cultural context .

Haven’t found anything suitable in the list above? Please use our free essay topic generator to get more ideas.

✍️ 10 Writing Tips for an Essay on Different Cultures

• Choose a topic that has an emotional load for you. You are free to use one of the questions above or combine any of them to brainstorm your own topic. The main thing is to make sure that the problem raised there is engaging for you. To check it, ask yourself: would I enjoy discussing the issue with a friend over a cup of coffee? If yes, you’ve made the right choice.
• Take a non-trivial point of view. Everybody argues that cultural diversity is a positive phenomenon. You can hardly invent something new here. Search for its drawbacks! Analyze the American culture as if it is homogenous (surprisingly, you will find traits typical of all Americans).
• Write about things you know well. Do you like Mexican or Japanese cuisine ? Describe cultural diversity in culinary art. Are you interested in philosophical issues? Compare the different worldviews of several cultures.
• Use the available theoretical base. Is America a melting pot or a salad bowl? If you analyze a different country, which metaphor would best describe its multiculturalism? Browse the web for other theories and available research and construct your essay on their bases. It will add reliability to your writing.
• Avoid using too much statistics. An essay should express your opinion on a problem. It is not a compilation of available knowledge on the topic. Make it slightly personal and not too academic.
• Step aside from conflict issues. If your topic does not explicitly require you to argue your opinion about traditional family values in various cultures, it is better to choose another subject.
• Be specific. An essay about cultural diversity in New York City would be more exciting than a paper about multiculturalism in America as a whole. Narrow down your research to add value to your work.
• Don’t shy away from taking sides. Cultural diversity is a relatively new sphere of knowledge. Many of its findings are controversial. In cases where several opinions coexist, be sure to highlight the one you support.
• We need to preserve cultural diversity because it teaches us to accept other people’s differences.
• Cultural diversity is essential in the modern world because without it, we would become the characters of Orwell’s 1984 .
• Use the samples below to understand what you should write.

Sometimes it is better to see how someone else does the work than to read dozens of pages of explanation. The two samples illustrate what is expected from you in a short persuasive or argumentative essay on cultural diversity.

📝 Cultural Diversity Essay Examples

Below you’ll find two short cultural diversity essay examples. Both follow a standard 5-paragraph essay structure. Use them for inspiration and reference!

Cultural Diversity in Nursing Essay

Everybody needs nurses, regardless of their ethnicity, religion, gender, and sexual orientation . Nurses are just a part of the population that helps other members recover after injuries, operations, and diseases. This essay intends to prove that cultural diversity in nursing is often more critical than bare professionalism.

First, nursing is about trust. The representatives of some cultures may show resistance to care due to their negative experiences with the field. But if such patients see that some of their nurses relate to the same culture, they will develop more trust in their actions.

Second, nursing should heal, not test the validity of patients’ words. Many people of color prefer addressing black physicians. Why so? Because a white doctor might think they are exaggerating their symptoms. Furthermore, black people often have to travel long distances to meet the specialist of their culture because of unpleasant experiences of mistrust they had in the past. But medical assistance is an urgent thing. People should feel free to address the nearest healthcare institution.

Third, culturally competent nurses are more stress-resistant. According to an NIH study, nurses that lack understanding of cultural differences experience frustration when working with culturally different patients more often than their culturally competent colleagues. And a stressed medical worker becomes inefficient and can make the wrong decisions.

In conclusion, I am sure that healthcare managers should intentionally employ caring and competent minority nurses. It would raise the trust for their institutions among patients of all cultures. Lack of cultural diversity in nursing can cost lives, as people seek someone capable of understanding them without judging. Finally, cultural competence in nurses is an enormous asset since the lack of it can cause unnecessary stress and lower their professionalism.

Cultural Diversity in Schools Essay

Teaching diversity prepares students to interact with different cultural and social groups. By doing so, they are expected to become better citizens. But are there any drawbacks of educating cultural diversity in people? This essay analyzes whether cultural awareness is beneficial or not in the classroom and in the long-term perspective.

Schools aim to raise empathy, open-mindedness, and tolerance in their students by teaching them cultural diversity. Indeed, promoting awareness and establishing personal connections with other cultures at school can prevent children from prejudices later in life. It shows them how to empathize with people who are different while they become aware of the problems other cultural groups face daily.

Cultural diversity also gives students a better understanding of themselves. Moreover, it brings them confidence and a feeling of safety. Each of us is different in such or another way. When we live in a multicultural society, we perceive such differences as a norm, not a sin.

Some people point out the downside of cultural diversity in schools: bullying and higher levels of stress. Students may unite in cultural groups and confront each other. But I believe that such confrontations make us stronger. They show that there is also a better option than the opposition.

The learning environment should illustrate cultural inclusion and diversity to all students with all cultural backgrounds. Even the problems that arise out of multiculturalism are temporary and will disappear in some decades. They make us stronger and more attentive to other people.

We hope that now writing a cultural diversity essay will be much easier for you. However, preparing a text in this field might require studying a large number of sources. If you want to do this quickly, try our summarizer . This tool is able to automatically condense any article or paper.

❓ Cultural Diversity FAQ

Cultural diversity, what is it.

Cultural diversity legitimizes cultural differences between different groups of people. It acknowledges the coexistence and interaction of cultures within one geographical area. Knowledge exchange enriches the cultural capital of a country or region. This concept involves contact between languages, ethnic groups, religions, artistic expressions, values, gastronomy, and worldviews.

What Are the Dimensions of Cultural Diversity?

The dimensions are as numerous as human life is. In particular, they comprise: • Religious beliefs and rites • Gender • Race and ethnicity • Education • Mental and physical skills • Sexual orientation • Geographic location and language • Views on warfare

Why Cultural Diversity Matters?

Culture improves the quality of life, concentrates the social experience of many generations, and accumulates knowledge about the world. Peoples are proud of their cultural heritage. They preserve it while trying to integrate it into public life. In such a way, they develop spiritually and open-mindedness.

What Does the Bible Say about Cultural Diversity?

Verse 7:9 of Revelation describes the endless number of people who have trusted in Jesus. They are the representatives of people groups, tribes, nations, and languages. This verse reminds us that all people are necessary for God. Moreover, no ethnicity and race should be deprived of His love (Galatians 3:28).

🔗 References

• Cultural diversity – Unesco
• World Day for Cultural Diversity for Dialogue and Development
• multiculturalism | Definition, Impact, Challenges, & Facts
• Multiculturalism (Stanford Encyclopedia of Philosophy)
• Multicultural Education: Definition & Approaches – Study.com
• Rethinking Multiculturalism: Toward a Balanced Approach – jstor
• History of Cultural Diversity in the United States | Study.com

Home — Essay Samples — Social Issues — Cultural Diversity — Aspects Of Cultural Diversity

Aspects of Cultural Diversity

• Categories: Cultural Diversity Social Cohesion

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Words: 673 |

Published: Mar 19, 2024

Words: 673 | Page: 1 | 4 min read

Table of contents

What is cultural diversity, the role of cultural diversity in identity formation, promoting social cohesion and understanding, challenges and solutions, cultural diversity as a catalyst for creativity and innovation, in conclusion.

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What Is Multicultural Education? An Educator’s Guide to Teaching Diverse Students

The United States has always been a multicultural country. As a result, the US education system is made up of students from a variety of backgrounds. According to the National Center for Education Statistics, 50.7 million students attended public elementary and secondary schools in 2018, bringing a variety of backgrounds, languages, perspectives, and cultures to the classroom. Since culture and education have an impact on each other, it is important for people of all cultures to value education and for the education system to value all cultures.

Educators can use different teaching methods to promote multicultural education. They can cultivate learning environments that benefit diverse student populations. Even though instruction often relies on the contents of specific curricula, teachers can infuse multicultural education into every element of their instruction, from the projects they assign to the lessons they teach. Teachers in the US education system should be willing to ask what multicultural education is and how they can incorporate it effectively.

What Is Multicultural Education?

Multicultural education values different student cultures and prepares students to thrive in a diverse world. At its core, multicultural education fosters equality, justice, and equity, and it establishes the reality of philosophical ideals in classroom environments. Multicultural education is what schools implement to establish equitable educational opportunities for all their students. It is also an ongoing process of helping students succeed in their academic and personal lives.

Teachers, administrators, and school leaders play an important role in ensuring the incorporation of multicultural education by selecting and managing policies, curricula, and teaching styles. The practice relies on educators who value the histories and experiences of diverse groups of students. Schools and teachers can approach multicultural education in a variety of ways, supporting students as they develop positive perspectives of their own cultures as well as the cultures of their peers. By incorporating culturally responsive pedagogy in curricula and teaching practices, teachers can create an inclusive classroom that values all students.

Four Ways Educators Can Implement Multicultural Education in the Classroom

There are many ways educators can promote social justice and equity in schools, from working to hire a more diverse teacher workforce to mindfully selecting assigned readings that reflect broad cultural diversity. Additionally, teachers promoting equal learning opportunities for students of all races, ethnicities, and backgrounds can implement multicultural education in the classroom in the following ways:

Be Aware of Biases

For educators to understand what multicultural education is and implement it in their classrooms, they need to be aware of potential biases. While teachers may be open minded and want to deliver equitable instruction, they may have underlying biases they may not be aware of.

Further, teachers should understand they may be working with students from many backgrounds who may have biases against one another for cultural, racial, ethnic, or religious reasons. To cultivate safe and productive learning environments, teachers should be aware of any bias and work toward dissipating it. Teachers can also challenge the status quo by inspiring students to address social and school-based inequities that create unequal experiences for marginalized people. Students can be taught to recognize inequities in their classroom and community and use the classroom to discuss real problems their students identify.

Value Life Experiences

It’s important for educators to value their students’ experiences. Students bring unique perspectives to the classroom and can share their own stories or those of family members. Allowing students to share these experiences with their classmates can accomplish at least two goals: providing validation for the students who share similar experiences and introducing students to new perspectives. Teachers can also incorporate the history, values, and cultural knowledge of students’ home communities in the classroom instruction. This transformative practice validates students’ identities and communicates the importance of learning about others’ experiences.

Understand Student Learning Styles

Teachers can promote equitable learning by being aware of their students’ various learning styles, which can be influenced by their backgrounds and upbringing. Some students may be visual learners, others tactile learners or auditory learners. To embody what multicultural education is, teachers can vary their methods of instruction to reach all of their students. Teachers should design lessons that allow students to express their thoughts and experiences in their own voices. Teachers can encourage students to learn from one another’s experiences and ask questions that promote understanding.

Assign Multicultural Projects

Teachers can emphasize the importance of different cultural backgrounds represented in their classrooms through lessons and assignments. They can highlight different cultures in their curricula embedding the study of diverse cultures and peoples in their core academic content. All students can engage with this authentic reading, writing, and problem-solving experiences. Students can write about their family histories or interview family members. They can work with each other to learn about new cultures.

Benefits of Implementing Multicultural Education

Teachers who ask themselves “What is multicultural education?” can develop curricula around their students’ cultural backgrounds. Students in multicultural educational environments can learn how to value all cultures, bonding with peers over what makes them similar as well as what makes them unique. If students learn from a young age to be comfortable with differences, they are less likely to develop biases toward people of a different race or ethnicity. Ideally, they may become inclusive adults, free from racial or ethnic biases.

Implementing multicultural education benefits not only individual students but also society as a whole. Multicultural education has long-term benefits for students because those who learn to appreciate and value the cultural diversity of their peers will ideally grow up to be adults who likewise promote equality and justice.

Pursue a Master of Arts in Teaching or Master of Education in Education Policy and Leadership

To apply effective teaching practices with diverse student groups, teachers should understand how to create equitable learning environments and multicultural education classrooms. Teachers interested in implementing multicultural education techniques in their classrooms can pursue advanced degrees to understand how laws, policies, and leadership play a role in establishing curricula and coursework that positively impact students. Throughout their coursework, they can train as a classroom teacher through placement in an actual school setting. Teachers interested in honing their skills as multicultural educators can pursue a Master of Education in Education Leadership at American University, choosing from courses including Education Program and Policy Implementation and Educational Leadership and Organizational Change. The American University program prepares teachers to become leaders in education and gain insight into legal education policies and programs. They develop research skills to help organizations enact legal and economic policies.

Educators can also further their academic journeys by earning a Master of Arts in Teaching, choosing from courses such as Effective Teaching for Diverse Students and Theories of Educational Psychology and Human Development. They learn how to develop evidence-based coursework in order to help establish multicultural education classrooms.

Advance Your Career Today

American University’s School of Education prepares graduate students who want to transition to a career as a classroom teacher, students who are teaching assistants, and current teachers who want to earn an advanced degree while teaching. They learn how to create equitable and effective learning environments in which students from diverse backgrounds can flourish. Explore how American University’s Master of Arts in Teaching and Master of Education in Education Policy and Leadership degree programs can help you gain insight into what multicultural education is and further your goals as an educator.

Culturally Responsive Teaching Strategies: Importance, Benefits & Tips

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

Transformational Leadership in Education

Classroom, “Pros & Cons of Multicultural Education”

The Edvocate, “6 Things That Educators Should Know about Multicultural Education”

The National Association for Multicultural Education, “Definitions of Multicultural Education”

National Center for Education Statistics, “Digest of Education Statistics”

National Center for Education Statistics, “English Language Learners in Public Schools”

Studies Weekly, “On Education: Creating a Better Multicultural Curriculum”

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Cultural Differences in American Culture

This essay about American cultural diversity highlights the nation’s complex mix of traditions, customs, and beliefs due to centuries of migration. It examines the influence of diverse languages, religions, and cuisines across different regions, from bustling cities to tranquil villages. The text underscores how these elements contribute to America’s identity, bound by values like democracy and freedom, and emphasizes the importance of embracing this diversity for future unity and progress.

How it works

Tucked away in the heart of America, among its expansive fields of grain and undulating landscapes, there exists a rich tapestry of cultural diversity that eludes simple definition. From the vibrant cities of the East Coast to the tranquil villages of the Midwest, the United States presents a complex patchwork of traditions, customs, and beliefs, shaped by centuries of migration, settlement, and exchange.

A key feature of American culture is its remarkable capacity to welcome and honor diversity. In any corner of the nation, you’ll find a dynamic blend of languages, foods, and traditions that showcase the vast array of human experiences.

In the lively streets of New York City, the scents of exotic street foods combine with the sounds of various languages, crafting a unique American multicultural symphony.

Culinary arts particularly highlight the diverse cultural landscape of the U.S. From the bold spices of Cajun food in Louisiana’s marshlands to the subtle tastes of sushi in Los Angeles, American cuisine is a blend of global flavors. Each dish narrates the story of immigrants who brought their culinary heritage to this new land, demonstrating a journey of adaptation and creativity.

Language also serves as a significant cultural marker in America. Although English is the common language, the nation thrums with a myriad of languages such as Spanish, Chinese, and French, resonating throughout its cities and towns. In Miami’s lively neighborhoods, Spanish dominates, while in New Orleans’ historic areas, French lingers in the air, recalling the city’s colonial history.

Religion, too, greatly influences American cultural dynamics. The landscape is dotted with structures from the grand Catholic cathedrals to tranquil Buddhist temples, reflecting a spectrum of religious beliefs. In Appalachia, gospel music echoes on Sunday mornings, while in Detroit, Islamic calls to prayer resonate, illustrating the religious diversity that characterizes American society.

The regional diversity of America perhaps most vividly displays its cultural mosaic. Journeying from Maine’s rugged coastlines to California’s sunny shores reveals diverse landscapes, dialects, and practices that highlight each region’s distinct heritage. In the Pacific Northwest, sustainability is a core philosophy, whereas in the Deep South, the historical impact of slavery and segregation still influences societal and cultural perspectives.

Despite the various cultural distinctions within the U.S., there remains a strong sense of common identity that binds its people. The foundational values of democracy, freedom, and equality, encapsulated in the nation’s seminal texts, continue to inspire both immigrants and native citizens. The American Dream, symbolizing hope and the potential for advancement, propels innovation, entrepreneurship, and societal advancement.

In summary, America’s cultural diversity is not only a pillar of strength and resilience but also a celebration of human creativity and adaptability. As the nation progresses, embracing this multicultural legacy will be crucial for promoting understanding, empathy, and unity in a globally connected era. In the diverse fabric of American identity, it is the diverse strands that interweave to form a richer, more inclusive, and equitable society for everyone.

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What It Means To Be Asian in America

The lived experiences and perspectives of asian americans in their own words.

Asians are the fastest growing racial and ethnic group in the United States. More than 24 million Americans in the U.S. trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent.

The majority of Asian Americans are immigrants, coming to understand what they left behind and building their lives in the United States. At the same time, there is a fast growing, U.S.-born generation of Asian Americans who are navigating their own connections to familial heritage and their own experiences growing up in the U.S.

In a new Pew Research Center analysis based on dozens of focus groups, Asian American participants described the challenges of navigating their own identity in a nation where the label “Asian” brings expectations about their origins, behavior and physical self. Read on to see, in their own words, what it means to be Asian in America.

Table of Contents

Introduction, this is how i view my identity, this is how others see and treat me, this is what it means to be home in america, about this project, methodological note, acknowledgments.

No single experience defines what it means to be Asian in the United States today. Instead, Asian Americans’ lived experiences are in part shaped by where they were born, how connected they are to their family’s ethnic origins, and how others – both Asians and non-Asians – see and engage with them in their daily lives. Yet despite diverse experiences, backgrounds and origins, shared experiences and common themes emerged when we asked: “What does it mean to be Asian in America?”

In the fall of 2021, Pew Research Center undertook the largest focus group study it had ever conducted – 66 focus groups with 264 total participants – to hear Asian Americans talk about their lived experiences in America. The focus groups were organized into 18 distinct Asian ethnic origin groups, fielded in 18 languages and moderated by members of their own ethnic groups. Because of the pandemic, the focus groups were conducted virtually, allowing us to recruit participants from all parts of the United States. This approach allowed us to hear a diverse set of voices – especially from less populous Asian ethnic groups whose views, attitudes and opinions are seldom presented in traditional polling. The approach also allowed us to explore the reasons behind people’s opinions and choices about what it means to belong in America, beyond the preset response options of a traditional survey.

The terms “Asian,” “Asians living in the United States” and “Asian American” are used interchangeably throughout this essay to refer to U.S. adults who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

“The United States” and “the U.S.” are used interchangeably with “America” for variations in the writing.

Multiracial participants are those who indicate they are of two or more racial backgrounds (one of which is Asian). Multiethnic participants are those who indicate they are of two or more ethnicities, including those identified as Asian with Hispanic background.

U.S. born refers to people born in the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories.

Immigrant refers to people who were not U.S. citizens at birth – in other words, those born outside the U.S., Puerto Rico or other U.S. territories to parents who were not U.S. citizens. The terms “immigrant,” “first generation” and “foreign born” are used interchangeably in this report.  

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

The pan-ethnic term “Asian American” describes the population of about 22 million people living in the United States who trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent. The term was popularized by U.S. student activists in the 1960s and was eventually adopted by the U.S. Census Bureau. However, the “Asian” label masks the diverse demographics and wide economic disparities across the largest national origin groups (such as Chinese, Indian, Filipino) and the less populous ones (such as Bhutanese, Hmong and Nepalese) living in America. It also hides the varied circumstances of groups immigrated to the U.S. and how they started their lives there. The population’s diversity often presents challenges . Conventional survey methods typically reflect the voices of larger groups without fully capturing the broad range of views, attitudes, life starting points and perspectives experienced by Asian Americans. They can also limit understanding of the shared experiences across this diverse population.

Across all focus groups, some common findings emerged. Participants highlighted how the pan-ethnic “Asian” label used in the U.S. represented only one part of how they think of themselves. For example, recently arrived Asian immigrant participants told us they are drawn more to their ethnic identity than to the more general, U.S.-created pan-ethnic Asian American identity. Meanwhile, U.S.-born Asian participants shared how they identified, at times, as Asian but also, at other times, by their ethnic origin and as Americans.

Another common finding among focus group participants is the disconnect they noted between how they see themselves and how others view them. Sometimes this led to maltreatment of them or their families, especially at heightened moments in American history such as during Japanese incarceration during World War II, the aftermath of 9/11 and, more recently, the COVID-19 pandemic. Beyond these specific moments, many in the focus groups offered their own experiences that had revealed other people’s assumptions or misconceptions about their identity.

Another shared finding is the multiple ways in which participants take and express pride in their cultural and ethnic backgrounds while also feeling at home in America, celebrating and blending their unique cultural traditions and practices with those of other Americans.

This focus group project is part of a broader research agenda about Asians living in the United States. The findings presented here offer a small glimpse of what participants told us, in their own words, about how they identify themselves, how others see and treat them, and more generally, what it means to be Asian in America.

Illustrations by Jing Li

Publications from the Being Asian in America project

• Read the data essay: What It Means to Be Asian in America
• Watch the documentary: Being Asian in America
• Explore the interactive: In Their Own Words: The Diverse Perspectives of Being Asian in America
• View expanded interviews: Extended Interviews: Being Asian in America
• About this research project: More on the Being Asian in America project
• Q&A: Why and how Pew Research Center conducted 66 focus groups with Asian Americans

One of the topics covered in each focus group was how participants viewed their own racial or ethnic identity. Moderators asked them how they viewed themselves, and what experiences informed their views about their identity. These discussions not only highlighted differences in how participants thought about their own racial or ethnic background, but they also revealed how different settings can influence how they would choose to identify themselves. Across all focus groups, the general theme emerged that being Asian was only one part of how participants viewed themselves.

The pan-ethnic label ‘Asian’ is often used more in formal settings

“I think when I think of the Asian Americans, I think that we’re all unique and different. We come from different cultures and backgrounds. We come from unique stories, not just as a group, but just as individual humans.” Mali , documentary participant

Many participants described a complicated relationship with the pan-ethnic labels “Asian” or “Asian American.” For some, using the term was less of an active choice and more of an imposed one, with participants discussing the disconnect between how they would like to identify themselves and the available choices often found in formal settings. For example, an immigrant Pakistani woman remarked how she typically sees “Asian American” on forms, but not more specific options. Similarly, an immigrant Burmese woman described her experience of applying for jobs and having to identify as “Asian,” as opposed to identifying by her ethnic background, because no other options were available. These experiences highlight the challenges organizations like government agencies and employers have in developing surveys or forms that ask respondents about their identity. A common sentiment is one like this:

“I guess … I feel like I just kind of check off ‘Asian’ [for] an application or the test forms. That’s the only time I would identify as Asian. But Asian is too broad. Asia is a big continent. Yeah, I feel like it’s just too broad. To specify things, you’re Taiwanese American, that’s exactly where you came from.”

–U.S.-born woman of Taiwanese origin in early 20s

Smaller ethnic groups default to ‘Asian’ since their groups are less recognizable

Other participants shared how their experiences in explaining the geographic location and culture of their origin country led them to prefer “Asian” when talking about themselves with others. This theme was especially prominent among those belonging to smaller origin groups such as Bangladeshis and Bhutanese. A Lao participant remarked she would initially say “Asian American” because people might not be familiar with “Lao.”

“​​[When I fill out] forms, I select ‘Asian American,’ and that’s why I consider myself as an Asian American. [It is difficult to identify as] Nepali American [since] there are no such options in forms. That’s why, Asian American is fine to me.”

–Immigrant woman of Nepalese origin in late 20s

“Coming to a big country like [the United States], when people ask where we are from … there are some people who have no idea about Bhutan, so we end up introducing ourselves as being Asian.”

–Immigrant woman of Bhutanese origin in late 40s

But for many, ‘Asian’ as a label or identity just doesn’t fit

Many participants felt that neither “Asian” nor “Asian American” truly captures how they view themselves and their identity. They argue that these labels are too broad or too ambiguous, as there are so many different groups included within these labels. For example, a U.S.-born Pakistani man remarked on how “Asian” lumps many groups together – that the term is not limited to South Asian groups such as Indian and Pakistani, but also includes East Asian groups. Similarly, an immigrant Nepalese man described how “Asian” often means Chinese for many Americans. A Filipino woman summed it up this way:

“Now I consider myself to be both Filipino and Asian American, but growing up in [Southern California] … I didn’t start to identify as Asian American until college because in [the Los Angeles suburb where I lived], it’s a big mix of everything – Black, Latino, Pacific Islander and Asian … when I would go into spaces where there were a lot of other Asians, especially East Asians, I didn’t feel like I belonged. … In media, right, like people still associate Asian with being East Asian.”

–U.S.-born woman of Filipino origin in mid-20s

Participants also noted they have encountered confusion or the tendency for others to view Asian Americans as people from mostly East Asian countries, such as China, Japan and Korea. For some, this confusion even extends to interactions with other Asian American groups. A Pakistani man remarked on how he rarely finds Pakistani or Indian brands when he visits Asian stores. Instead, he recalled mostly finding Vietnamese, Korean and Chinese items.

Among participants of South Asian descent, some identified with the label “South Asian” more than just “Asian.” There were other nuances, too, when it comes to the labels people choose. Some Indian participants, for example, said people sometimes group them with Native Americans who are also referred to as Indians in the United States. This Indian woman shared her experience at school:

“I love South Asian or ‘Desi’ only because up until recently … it’s fairly new to say South Asian. I’ve always said ‘Desi’ because growing up … I’ve had to say I’m the red dot Indian, not the feather Indian. So annoying, you know? … Always a distinction that I’ve had to make.”

–U.S.-born woman of Indian origin in late 20s

Participants with multiethnic or multiracial backgrounds described their own unique experiences with their identity. Rather than choosing one racial or ethnic group over the other, some participants described identifying with both groups, since this more accurately describes how they see themselves. In some cases, this choice reflected the history of the Asian diaspora. For example, an immigrant Cambodian man described being both Khmer/Cambodian and Chinese, since his grandparents came from China. Some other participants recalled going through an “identity crisis” as they navigated between multiple identities. As one woman explained:

“I would say I went through an identity crisis. … It’s because of being multicultural. … There’s also French in the mix within my family, too. Because I don’t identify, speak or understand the language, I really can’t connect to the French roots … I’m in between like Cambodian and Thai, and then Chinese and then French … I finally lumped it up. I’m just an Asian American and proud of all my roots.”

–U.S.-born woman of Cambodian origin in mid-30s

In other cases, the choice reflected U.S. patterns of intermarriage. Asian newlyweds have the highest intermarriage rate of any racial or ethnic group in the country. One Japanese-origin man with Hispanic roots noted:

“So I would like to see myself as a Hispanic Asian American. I want to say Hispanic first because I have more of my mom’s culture in me than my dad’s culture. In fact, I actually have more American culture than my dad’s culture for what I do normally. So I guess, Hispanic American Asian.”

–U.S.-born man of Hispanic and Japanese origin in early 40s

Other identities beyond race or ethnicity are also important

Focus group participants also talked about their identity beyond the racial or ethnic dimension. For example, one Chinese woman noted that the best term to describe her would be “immigrant.” Faith and religious ties were also important to some. One immigrant participant talked about his love of Pakistani values and how religion is intermingled into Pakistani culture. Another woman explained:

“[Japanese language and culture] are very important to me and ingrained in me because they were always part of my life, and I felt them when I was growing up. Even the word itadakimasu reflects Japanese culture or the tradition. Shinto religion is a part of the culture. They are part of my identity, and they are very important to me.”

–Immigrant woman of Japanese origin in mid-30s

For some, gender is another important aspect of identity. One Korean participant emphasized that being a woman is an important part of her identity. For others, sexual orientation is an essential part of their overall identity. One U.S.-born Filipino participant described herself as “queer Asian American.” Another participant put it this way:

“I belong to the [LGBTQ] community … before, what we only know is gay and lesbian. We don’t know about being queer, nonbinary. [Here], my horizon of knowing what genders and gender roles is also expanded … in the Philippines, if you’ll be with same sex, you’re considered gay or lesbian. But here … what’s happening is so broad, on how you identify yourself.”

–Immigrant woman of Filipino origin in early 20s

Immigrant identity is tied to their ethnic heritage

Participants born outside the United States tended to link their identity with their ethnic heritage. Some felt strongly connected with their ethnic ties due to their citizenship status. For others, the lack of permanent residency or citizenship meant they have stronger ties to their ethnicity and birthplace. And in some cases, participants said they held on to their ethnic identity even after they became U.S. citizens. One woman emphasized that she will always be Taiwanese because she was born there, despite now living in the U.S.

For other participants, family origin played a central role in their identity, regardless of their status in the U.S. According to some of them, this attitude was heavily influenced by their memories and experiences in early childhood when they were still living in their countries of origin. These influences are so profound that even after decades of living in the U.S., some still feel the strong connection to their ethnic roots. And those with U.S.-born children talked about sending their kids to special educational programs in the U.S. to learn about their ethnic heritage.

“Yes, as for me, I hold that I am Khmer because our nationality cannot be deleted, our identity is Khmer as I hold that I am Khmer … so I try, even [with] my children today, I try to learn Khmer through Zoom through the so-called Khmer Parent Association.”

–Immigrant man of Cambodian origin in late 50s

Navigating life in America is an adjustment

Many participants pointed to cultural differences they have noticed between their ethnic culture and U.S. culture. One of the most distinct differences is in food. For some participants, their strong attachment to the unique dishes of their families and their countries of origin helps them maintain strong ties to their ethnic identity. One Sri Lankan participant shared that her roots are still in Sri Lanka, since she still follows Sri Lankan traditions in the U.S. such as preparing kiribath (rice with coconut milk) and celebrating Ramadan.

For other participants, interactions in social settings with those outside their own ethnic group circles highlighted cultural differences. One Bangladeshi woman talked about how Bengalis share personal stories and challenges with each other, while others in the U.S. like to have “small talk” about TV series or clothes.

Many immigrants in the focus groups have found it is easier to socialize when they are around others belonging to their ethnicity. When interacting with others who don’t share the same ethnicity, participants noted they must be more self-aware about cultural differences to avoid making mistakes in social interactions. Here, participants described the importance of learning to “fit in,” to avoid feeling left out or excluded. One Korean woman said:

“Every time I go to a party, I feel unwelcome. … In Korea, when I invite guests to my house and one person sits without talking, I come over and talk and treat them as a host. But in the United States, I have to go and mingle. I hate mingling so much. I have to talk and keep going through unimportant stories. In Korea, I am assigned to a dinner or gathering. I have a party with a sense of security. In America, I have nowhere to sit, and I don’t know where to go and who to talk to.”

–Immigrant woman of Korean origin in mid-40s

And a Bhutanese immigrant explained:

“In my case, I am not an American. I consider myself a Bhutanese. … I am a Bhutanese because I do not know American culture to consider myself as an American. It is very difficult to understand the sense of humor in America. So, we are pure Bhutanese in America.”

–Immigrant man of Bhutanese origin in early 40s

Language was also a key aspect of identity for the participants. Many immigrants in the focus groups said they speak a language other than English at home and in their daily lives. One Vietnamese man considered himself Vietnamese since his Vietnamese is better than his English. Others emphasized their English skills. A Bangladeshi participant felt that she was more accepted in the workplace when she does more “American” things and speaks fluent English, rather than sharing things from Bangladeshi culture. She felt that others in her workplace correlate her English fluency with her ability to do her job. For others born in the U.S., the language they speak at home influences their connection to their ethnic roots.

“Now if I go to my work and do show my Bengali culture and Asian culture, they are not going to take anything out of it. So, basically, I have to show something that they are interested in. I have to show that I am American, [that] I can speak English fluently. I can do whatever you give me as a responsibility. So, in those cases I can’t show anything about my culture.”

–Immigrant woman of Bangladeshi origin in late 20s

“Being bi-ethnic and tri-cultural creates so many unique dynamics, and … one of the dynamics has to do with … what it is to be Americanized. … One of the things that played a role into how I associate the identity is language. Now, my father never spoke Spanish to me … because he wanted me to develop a fluency in English, because for him, he struggled with English. What happened was three out of the four people that raised me were Khmer … they spoke to me in Khmer. We’d eat breakfast, lunch and dinner speaking Khmer. We’d go to the temple in Khmer with the language and we’d also watch videos and movies in Khmer. … Looking into why I strongly identify with the heritage, one of the reasons is [that] speaking that language connects to the home I used to have [as my families have passed away].”

–U.S.-born man of Cambodian origin in early 30s

Balancing between individualistic and collective thinking

For some immigrant participants, the main differences between themselves and others who are seen as “truly American” were less about cultural differences, or how people behave, and more about differences in “mindset,” or how people think . Those who identified strongly with their ethnicity discussed how their way of thinking is different from a “typical American.” To some, the “American mentality” is more individualistic, with less judgment on what one should do or how they should act . One immigrant Japanese man, for example, talked about how other Japanese-origin co-workers in the U.S. would work without taking breaks because it’s culturally inconsiderate to take a break while others continued working. However, he would speak up for himself and other workers when they are not taking any work breaks. He attributed this to his “American” way of thinking, which encourages people to stand up for themselves.

Some U.S.-born participants who grew up in an immigrant family described the cultural clashes that happened between themselves and their immigrant parents. Participants talked about how the second generation (children of immigrant parents) struggles to pursue their own dreams while still living up to the traditional expectations of their immigrant parents.

“I feel like one of the biggest things I’ve seen, just like [my] Asian American friends overall, is the kind of family-individualistic clash … like wanting to do your own thing is like, is kind of instilled in you as an American, like go and … follow your dream. But then you just grow up with such a sense of like also wanting to be there for your family and to live up to those expectations, and I feel like that’s something that’s very pronounced in Asian cultures.”

–U.S.-born man of Indian origin in mid-20s

Discussions also highlighted differences about gender roles between growing up in America compared with elsewhere.

“As a woman or being a girl, because of your gender, you have to keep your mouth shut [and] wait so that they call on you for you to speak up. … I do respect our elders and I do respect hearing their guidance but I also want them to learn to hear from the younger person … because we have things to share that they might not know and that [are] important … so I like to challenge gender roles or traditional roles because it is something that [because] I was born and raised here [in America], I learn that we all have the equal rights to be able to speak and share our thoughts and ideas.”

U.S. born have mixed ties to their family’s heritage

“I think being Hmong is somewhat of being free, but being free of others’ perceptions of you or of others’ attempts to assimilate you or attempts to put pressure on you. I feel like being Hmong is to resist, really.” Pa Houa , documentary participant

How U.S.-born participants identify themselves depends on their familiarity with their own heritage, whom they are talking with, where they are when asked about their identity and what the answer is used for. Some mentioned that they have stronger ethnic ties because they are very familiar with their family’s ethnic heritage. Others talked about how their eating habits and preferred dishes made them feel closer to their ethnic identity. For example, one Korean participant shared his journey of getting closer to his Korean heritage because of Korean food and customs. When some participants shared their reasons for feeling closer to their ethnic identity, they also expressed a strong sense of pride with their unique cultural and ethnic heritage.

“I definitely consider myself Japanese American. I mean I’m Japanese and American. Really, ever since I’ve grown up, I’ve really admired Japanese culture. I grew up watching a lot of anime and Japanese black and white films. Just learning about [it], I would hear about Japanese stuff from my grandparents … myself, and my family having blended Japanese culture and American culture together.”

–U.S.-born man of Japanese origin in late 20s

Meanwhile, participants who were not familiar with their family’s heritage showed less connection with their ethnic ties. One U.S.-born woman said she has a hard time calling herself Cambodian, as she is “not close to the Cambodian community.” Participants with stronger ethnic ties talked about relating to their specific ethnic group more than the broader Asian group. Another woman noted that being Vietnamese is “more specific and unique than just being Asian” and said that she didn’t feel she belonged with other Asians. Some participants also disliked being seen as or called “Asian,” in part because they want to distinguish themselves from other Asian groups. For example, one Taiwanese woman introduces herself as Taiwanese when she can, because she had frequently been seen as Chinese.

Some in the focus groups described how their views of their own identities shifted as they grew older. For example, some U.S.-born and immigrant participants who came to the U.S. at younger ages described how their experiences in high school and the need to “fit in” were important in shaping their own identities. A Chinese woman put it this way:

“So basically, all I know is that I was born in the United States. Again, when I came back, I didn’t feel any barrier with my other friends who are White or Black. … Then I got a little confused in high school when I had trouble self-identifying if I am Asian, Chinese American, like who am I. … Should I completely immerse myself in the American culture? Should I also keep my Chinese identity and stuff like that? So yeah, that was like the middle of that mist. Now, I’m pretty clear about myself. I think I am Chinese American, Asian American, whatever people want.”

–U.S.-born woman of Chinese origin in early 20s

Identity is influenced by birthplace

“I identified myself first and foremost as American. Even on the forms that you fill out that says, you know, ‘Asian’ or ‘Chinese’ or ‘other,’ I would check the ‘other’ box, and I would put ‘American Chinese’ instead of ‘Chinese American.’” Brent , documentary participant

When talking about what it means to be “American,” participants offered their own definitions. For some, “American” is associated with acquiring a distinct identity alongside their ethnic or racial backgrounds, rather than replacing them. One Indian participant put it this way:

“I would also say [that I am] Indian American just because I find myself always bouncing between the two … it’s not even like dual identity, it just is one whole identity for me, like there’s not this separation. … I’m doing [both] Indian things [and] American things. … They use that term like ABCD … ‘American Born Confused Desi’ … I don’t feel that way anymore, although there are those moments … but I would say [that I am] Indian American for sure.”

–U.S.-born woman of Indian origin in early 30s

Meanwhile, some U.S.-born participants view being American as central to their identity while also valuing the culture of their family’s heritage.

Many immigrant participants associated the term “American” with immigration status or citizenship. One Taiwanese woman said she can’t call herself American since she doesn’t have a U.S. passport. Notably, U.S. citizenship is an important milestone for many immigrant participants, giving them a stronger sense of belonging and ultimately calling themselves American. A Bangladeshi participant shared that she hasn’t received U.S. citizenship yet, and she would call herself American after she receives her U.S. passport.

Other participants gave an even narrower definition, saying only those born and raised in the United States are truly American. One Taiwanese woman mentioned that her son would be American since he was born, raised and educated in the U.S. She added that while she has U.S. citizenship, she didn’t consider herself American since she didn’t grow up in the U.S. This narrower definition has implications for belonging. Some immigrants in the groups said they could never become truly American since the way they express themselves is so different from those who were born and raised in the U.S. A Japanese woman pointed out that Japanese people “are still very intimidated by authorities,” while those born and raised in America give their opinions without hesitation.

“As soon as I arrived, I called myself a Burmese immigrant. I had a green card, but I still wasn’t an American citizen. … Now I have become a U.S. citizen, so now I am a Burmese American.”

–Immigrant man of Burmese origin in mid-30s

“Since I was born … and raised here, I kind of always view myself as American first who just happened to be Asian or Chinese. So I actually don’t like the term Chinese American or Asian American. I’m American Asian or American Chinese. I view myself as American first.”

–U.S.-born man of Chinese origin in early 60s

“[I used to think of myself as] Filipino, but recently I started saying ‘Filipino American’ because I got [U.S.] citizenship. And it just sounds weird to say Filipino American, but I’m trying to … I want to accept it. I feel like it’s now marry-able to my identity.”

–Immigrant woman of Filipino origin in early 30s

For others, American identity is about the process of ‘becoming’ culturally American

Immigrant participants also emphasized how their experiences and time living in America inform their views of being an “American.” As a result, some started to see themselves as Americans after spending more than a decade in the U.S. One Taiwanese man considered himself an American since he knows more about the U.S. than Taiwan after living in the U.S. for over 52 years.

But for other immigrant participants, the process of “becoming” American is not about how long they have lived in the U.S., but rather how familiar they are with American culture and their ability to speak English with little to no accent. This is especially true for those whose first language is not English, as learning and speaking it without an accent can be a big challenge for some. One Bangladeshi participant shared that his pronunciation of “hot water” was very different from American English, resulting in confusions in communication. By contrast, those who were more confident in their English skills felt they can better understand American culture and values as a result, leading them to a stronger connection with an American identity.

“[My friends and family tease me for being Americanized when I go back to Japan.] I think I seem a little different to people who live in Japan. I don’t think they mean anything bad, and they [were] just joking, because I already know that I seem a little different to people who live in Japan.”

–Immigrant man of Japanese origin in mid-40s

“I value my Hmong culture, and language, and ethnicity, but I also do acknowledge, again, that I was born here in America and I’m grateful that I was born here, and I was given opportunities that my parents weren’t given opportunities for.”

–U.S.-born woman of Hmong origin in early 30s

During the focus group discussions about identity, a recurring theme emerged about the difference between how participants saw themselves and how others see them. When asked to elaborate on their experiences and their points of view, some participants shared experiences they had with people misidentifying their race or ethnicity. Others talked about their frustration with being labeled the “model minority.” In all these discussions, participants shed light on the negative impacts that mistaken assumptions and labels had on their lives.

All people see is ‘Asian’

For many, interactions with others (non-Asians and Asians alike) often required explaining their backgrounds, reacting to stereotypes, and for those from smaller origin groups in particular, correcting the misconception that being “Asian” means you come from one of the larger Asian ethnic groups. Several participants remarked that in their own experiences, when others think about Asians, they tend to think of someone who is Chinese. As one immigrant Filipino woman put it, “Interacting with [non-Asians in the U.S.], it’s hard. … Well, first, I look Spanish. I mean, I don’t look Asian, so would you guess – it’s like they have a vision of what an Asian [should] look like.” Similarly, an immigrant Indonesian man remarked how Americans tended to see Asians primarily through their physical features, which not all Asian groups share.

Several participants also described how the tendency to view Asians as a monolithic group can be even more common in the wake of the COVID-19 pandemic.

“The first [thing people think of me as] is just Chinese. ‘You guys are just Chinese.’ I’m not the only one who felt [this] after the COVID-19 outbreak. ‘Whether you’re Japanese, Korean, or Southeast Asian, you’re just Chinese [to Americans]. I should avoid you.’ I’ve felt this way before, but I think I’ve felt it a bit more after the COVID-19 outbreak.”

–Immigrant woman of Korean origin in early 30s

At the same time, other participants described their own experiences trying to convince others that they are Asian or Asian American. This was a common experience among Southeast Asian participants.

“I have to convince people I’m Asian, not Middle Eastern. … If you type in Asian or you say Asian, most people associate it with Chinese food, Japanese food, karate, and like all these things but then they don’t associate it with you.”

–U.S.-born man of Pakistani origin in early 30s

The model minority myth and its impact

“I’ve never really done the best academically, compared to all my other Asian peers too. I never really excelled. I wasn’t in honors. … Those stereotypes, I think really [have] taken a toll on my self-esteem.” Diane , documentary participant

Across focus groups, immigrant and U.S.-born participants described the challenges of the seemingly positive stereotypes of Asians as intelligent, gifted in technical roles and hardworking. Participants often referred to this as the “model minority myth.”

The label “model minority” was coined in the 1960s and has been used to characterize Asian Americans as financially and educationally successful and hardworking when compared with other groups. However, for many Asians living in the United States, these characterizations do not align with their lived experiences or reflect their socioeconomic backgrounds. Indeed, among Asian origin groups in the U.S., there are wide differences in economic and social experiences. 

Academic research on the model minority myth has pointed to its impact beyond Asian Americans and towards other racial and ethnic groups, especially Black Americans, in the U.S. Some argue that the model minority myth has been used to justify policies that overlook the historical circumstances and impacts of colonialism, slavery, discrimination and segregation on other non-White racial and ethnic groups.

Many participants noted ways in which the model minority myth has been harmful. For some, expectations based on the myth didn’t match their own experiences of coming from impoverished communities. Some also recalled experiences at school when they struggled to meet their teachers’ expectations in math and science.

“As an Asian person, I feel like there’s that stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think, ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

Some participants felt that even when being Asian worked in their favor in the job market, they encountered stereotypes that “Asians can do quality work with less compensation” or that “Asians would not complain about anything at work.”

“There is a joke from foreigners and even Asian Americans that says, ‘No matter what you do, Asians always do the best.’ You need to get A, not just B-plus. Otherwise, you’ll be a disgrace to the family. … Even Silicon Valley hires Asian because [an] Asian’s wage is cheaper but [they] can work better. When [work] visa overflow happens, they hire Asians like Chinese and Indian to work in IT fields because we are good at this and do not complain about anything.”

–Immigrant man of Thai origin in early 40s

Others expressed frustration that people were placing them in the model minority box. One Indian woman put it this way:

“Indian people and Asian people, like … our parents or grandparents are the ones who immigrated here … against all odds. … A lot of Indian and Asian people have succeeded and have done really well for themselves because they’ve worked themselves to the bone. So now the expectations [of] the newer generations who were born here are incredibly unrealistic and high. And you get that not only from your family and the Indian community, but you’re also getting it from all of the American people around you, expecting you to be … insanely good at math, play an instrument, you know how to do this, you know how to do that, but it’s not true. And it’s just living with those expectations, it’s difficult.”

–U.S.-born woman of Indian origin in early 20s

Whether U.S. born or immigrants, Asians are often seen by others as foreigners

“Being only not quite 10 years old, it was kind of exciting to ride on a bus to go someplace. But when we went to Pomona, the assembly center, we were stuck in one of the stalls they used for the animals.” Tokiko , documentary participant

Across all focus groups, participants highlighted a common question they are asked in America when meeting people for the first time: “Where are you really from?” For participants, this question implied that people think they are “foreigners,” even though they may be longtime residents or citizens of the United States or were born in the country. One man of Vietnamese origin shared his experience with strangers who assumed that he and his friends are North Korean. Perhaps even more hurtful, participants mentioned that this meant people had a preconceived notion of what an “American” is supposed to look like, sound like or act like. One Chinese woman said that White Americans treated people like herself as outsiders based on her skin color and appearance, even though she was raised in the U.S.

Many focus group participants also acknowledged the common stereotype of treating Asians as “forever foreigners.” Some immigrant participants said they felt exhausted from constantly being asked this question by people even when they speak perfect English with no accent. During the discussion, a Korean immigrant man recalled that someone had said to him, “You speak English well, but where are you from?” One Filipino participant shared her experience during the first six months in the U.S.:

“You know, I spoke English fine. But there were certain things that, you know, people constantly questioning you like, oh, where are you from? When did you come here? You know, just asking about your experience to the point where … you become fed up with it after a while.”

–Immigrant woman of Filipino origin in mid-30s

U.S.-born participants also talked about experiences when others asked where they are from. Many shared that they would not talk about their ethnic origin right away when answering such a question because it often led to misunderstandings and assumptions that they are immigrants.

“I always get that question of, you know, ‘Where are you from?’ and I’m like, ‘I’m from America.’ And then they’re like, ‘No. Where are you from-from ?’ and I’m like, ‘Yeah, my family is from Pakistan,’ so it’s like I always had like that dual identity even though it’s never attached to me because I am like, of Pakistani descent.”

–U.S.-born man of Pakistani origin in early 20s

One Korean woman born in the U.S. said that once people know she is Korean, they ask even more offensive questions such as “Are you from North or South Korea?” or “Do you still eat dogs?”

In a similar situation, this U.S.-born Indian woman shared her responses:

“I find that there’s a, ‘So but where are you from?’ Like even in professional settings when they feel comfortable enough to ask you. ‘So – so where are you from?’ ‘Oh, I was born in [names city], Colorado. Like at [the hospital], down the street.’ ‘No, but like where are you from?’ ‘My mother’s womb?’”

–U.S.-born woman of Indian origin in early 40s

Ignorance and misinformation about Asian identity can lead to contentious encounters

“I have dealt with kids who just gave up on their Sikh identity, cut their hair and groomed their beard and everything. They just wanted to fit in and not have to deal with it, especially [those] who are victim or bullied in any incident.” Surinder , documentary participant

In some cases, ignorance and misinformation about Asians in the U.S. lead to inappropriate comments or questions and uncomfortable or dangerous situations. Participants shared their frustration when others asked about their country of origin, and they then had to explain their identity or correct misunderstandings or stereotypes about their background. At other times, some participants faced ignorant comments about their ethnicity, which sometimes led to more contentious encounters. For example, some Indian or Pakistani participants talked about the attacks or verbal abuse they experienced from others blaming them for the 9/11 terrorist attacks. Others discussed the racial slurs directed toward them since the COVID-19 pandemic in 2020. Some Japanese participants recalled their families losing everything and being incarcerated during World War II and the long-term effect it had on their lives.

“I think like right now with the coronavirus, I think we’re just Chinese, Chinese American, well, just Asian American or Asians in general, you’re just going through the same struggles right now. Like everyone is just blaming whoever looks Asian about the virus. You don’t feel safe.”

–U.S.-born man of Chinese origin in early 30s

“At the beginning of the pandemic, a friend and I went to celebrate her birthday at a club and like these guys just kept calling us COVID.”

–U.S.-born woman of Korean origin in early 20s

“There [were] a lot of instances after 9/11. One day, somebody put a poster about 9/11 [in front of] my business. He was wearing a gun. … On the poster, it was written ‘you Arabs, go back to your country.’ And then someone came inside. He pointed his gun at me and said ‘Go back to your country.’”

–Immigrant man of Pakistani origin in mid-60s

“[My parents went through the] internment camps during World War II. And my dad, he was in high school, so he was – they were building the camps and then he was put into the Santa Anita horse track place, the stables there. And then they were sent – all the Japanese Americans were sent to different camps, right, during World War II and – in California. Yeah, and they lost everything, yeah.”

–U.S.-born woman of Japanese origin in mid-60s

As focus group participants contemplated their identity during the discussions, many talked about their sense of belonging in America. Although some felt frustrated with people misunderstanding their ethnic heritage, they didn’t take a negative view of life in America. Instead, many participants – both immigrant and U.S. born – took pride in their unique cultural and ethnic backgrounds. In these discussions, people gave their own definitions of America as a place with a diverse set of cultures, with their ethnic heritage being a part of it.

Taking pride in their unique cultures

“Being a Pakistani American, I’m proud. … Because I work hard, and I make true my dreams from here.” Shahid , documentary participant

Despite the challenges of adapting to life in America for immigrant participants or of navigating their dual cultural identity for U.S.-born ones, focus group participants called America their home. And while participants talked about their identities in different ways – ethnic identity, racial (Asian) identity, and being American – they take pride in their unique cultures. Many also expressed a strong sense of responsibility to give back or support their community, sharing their cultural heritage with others on their own terms.

“Right now it has been a little difficult. I think it has been for all Asians because of the COVID issue … but I’m glad that we’re all here [in America]. I think we should be proud to be here. I’m glad that our families have traveled here, and we can help make life better for communities, our families and ourselves. I think that’s really a wonderful thing. We can be those role models for a lot of the future, the younger folks. I hope that something I did in the last years will have impacted either my family, friends or students that I taught in other community things that I’ve done. So you hope that it helps someplace along the line.”

“I am very proud of my culture. … There is not a single Bengali at my workplace, but people know the name of my country. Maybe many years [later] – educated people know all about the country. So, I don’t have to explain that there is a small country next to India and Nepal. It’s beyond saying. People after all know Bangladesh. And there are so many Bengali present here as well. So, I am very proud to be a Bangladeshi.”

Where home is

When asked about the definition of home, some immigrant participants said home is where their families are located. Immigrants in the focus groups came to the United States by various paths, whether through work opportunities, reuniting with family or seeking a safe haven as refugees. Along their journey, some received support from family members, their local community or other individuals, while others overcame challenges by themselves. Either way, they take pride in establishing their home in America and can feel hurt when someone tells them to “go back to your country.” In response, one Laotian woman in her mid-40s said, “This is my home. My country. Go away.”

“If you ask me personally, I view my home as my house … then I would say my house is with my family because wherever I go, I cannot marry if I do not have my family so that is how I would answer.”

–Immigrant man of Hmong origin in late 30s

“[If somebody yelled at me ‘go back to your country’] I’d feel angry because this is my country! I live here. America is my country. I grew up here and worked here … I’d say, ‘This is my country! You go back to your country! … I will not go anywhere. This is my home. I will live here.’ That’s what I’d say.”

–Immigrant woman of Laotian origin in early 50s

‘American’ means to blend their unique cultural and ethnic heritage with that in the U.S.

“I want to teach my children two traditions – one American and one Vietnamese – so they can compare and choose for themselves the best route in life.” Helen , documentary participant (translated from Vietnamese)

Both U.S.-born and immigrant participants in the focus groups shared their experiences of navigating a dual cultural environment between their ethnic heritage and American culture. A common thread that emerged was that being Asian in America is a process of blending two or more identities as one.

“Yeah, I want to say that’s how I feel – because like thinking about it, I would call my dad Lao but I would call myself Laotian American because I think I’m a little more integrated in the American society and I’ve also been a little more Americanized, compared to my dad. So that’s how I would see it.”

–U.S.-born man of Laotian origin in late 20s

“I mean, Bangladeshi Americans who are here, we are carrying Bangladeshi culture, religion, food. I am also trying to be Americanized like the Americans. Regarding language, eating habits.”

–Immigrant man of Bangladeshi origin in mid-50s

“Just like there is Chinese American, Mexican American, Japanese American, Italian American, so there is Indian American. I don’t want to give up Indianness. I am American by nationality, but I am Indian by birth. So whenever I talk, I try to show both the flags as well, both Indian and American flags. Just because you make new relatives but don’t forget the old relatives.”

–Immigrant man of Indian origin in late 40s

Pew Research Center designed these focus groups to better understand how members of an ethnically diverse Asian population think about their place in America and life here. By including participants of different languages, immigration or refugee experiences, educational backgrounds, and income levels, this focus group study aimed to capture in people’s own words what it means to be Asian in America. The discussions in these groups may or may not resonate with all Asians living in the United States. Browse excerpts from our focus groups with the interactive quote sorter below, view a video documentary focused on the topics discussed in the focus groups, or tell us your story of belonging in America via social media. The focus group project is part of a broader research project studying the diverse experiences of Asians living in the U.S.

Read sortable quotes from our focus groups

Browse excerpts in the interactive quote sorter from focus group participants in response to the question “What does it mean to be [Vietnamese, Thai, Sri Lankan, Hmong, etc.] like yourself in America?” This interactive allows you to sort quotes from focus group participants by ethnic origin, nativity (U.S. born or born in another country), gender and age.

Video documentary

Videos throughout the data essay illustrate what focus group participants discussed. Those recorded in these videos did not participate in the focus groups but were sampled to have similar demographic characteristics and thematically relevant stories.

Watch the full video documentary and watch additional shorter video clips related to the themes of this data essay.

Share the story of your family and your identity

Did the voices in this data essay resonate? Share your story of what it means to be Asian in America with @pewresearch. Tell us your story by using the hashtag #BeingAsianInAmerica and @pewidentity on Twitter, as well as #BeingAsianInAmerica and @pewresearch on Instagram.

This cross-ethnic, comparative qualitative research project explores the identity, economic mobility, representation, and experiences of immigration and discrimination among the Asian population in the United States. The analysis is based on 66 focus groups we conducted virtually in the fall of 2021 and included 264 participants from across the U.S. More information about the groups and analysis can be found in this appendix .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This data essay was funded by The Pew Charitable Trusts, with generous support from the Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

The accompanying video clips and video documentary were made possible by The Pew Charitable Trusts, with generous support from The Sobrato Family Foundation and The Long Family Foundation.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this study possible. This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

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Essay on Diversity in India: A Tapestry of Cultural and Traditions 

• Updated on  
• Apr 23, 2024

Essay on Diversity in India: “Unity in diversity is India’s strength. There is simplicity in every Indian. There is unity in every corner of India.” As India celebrates 77 years of independence, it’s crucial to explore the vast diversity that defines this nation. Despite the colonial past, which attempted to diminish the rich tapestry of Indian culture, the country today is a vibrant mosaic of languages, religions, and traditions. 

Table of Contents

• 0.1 Cultural Diversity
• 0.2 Social Diversity
• 0.3 Religious Diversity
• 0.4 Linguistic Diversity
• 0.5 Geographical Diversity
• 0.6 Conclusion

Cultural Diversity

India’s cultural landscape is as varied as its geography. Each region boasts its unique festivals, arts, and culinary traditions. For instance, classical dance forms like Kathak in the north and Bharatanatyam in the south highlight regional narratives and myths. The popularity of Western dance forms has not overshadowed these traditional dances, reflecting a resurgence in interest in and pride in indigenous arts. Similarly, festivals like Diwali and Eid are celebrated with fervor across the country, showcasing unity in diversity.

India is the home of numerous different religious traditions. Hindus (82.41%), Muslims (11.6%), Christians (2.32%), Sikhs (1.99%), Buddhists (0.77%), Jains (0.41%), and tribal cultures (many of whom still engage in animism and magic) comprise the population of India.

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Social Diversity

India’s social fabric is woven with threads from numerous ethnic groups and castes. This diversity is a double-edged sword, presenting challenges in terms of social equality while also enriching the societal structure with a variety of perspectives and practices. Urban areas, in particular, display a melting pot of cultures, with people from various backgrounds living and working together, which promotes a broader understanding and acceptance of diverse social norms.

Religious Diversity

Home to major religions such as Hinduism, Islam, Christianity, Sikhism, Buddhism, and Jainism, India’s religious diversity is a testament to its pluralistic society. This multiplicity of belief systems coexisting is one of India’s greatest strengths, fostering a culture of mutual respect and tolerance. The peaceful cohabitation of diverse religious communities, however, is occasionally challenged by conflicts, underscoring the need for continuous dialogue and reconciliation.

Linguistic Diversity

With over 1,600 languages and dialects spoken, the linguistic diversity in India is staggering. Hindi and English are widely used, but state-specific languages such as Tamil, Telugu, Marathi, and Bengali hold equal importance. The Indian constitution’s recognition of 22 official languages is a clear indicator of the country’s commitment to embracing its linguistic heritage. This diversity is also evident in literature, with works ranging from the ancient epics of Ramayana and Mahabharata to modern writings in various vernaculars.

Every language embodies the history and customs of its people and reflects a unique legacy. The Indian Constitution, which affirms India’s commitment to inclusivity and cultural preservation, recognises and defends this diversity by defending the rights of linguistic minorities and fighting for the preservation of endangered languages.

Geographical Diversity

From the snowy peaks of the Himalayas in the north to the tropical beaches of the south, India’s geographical diversity influences its climate, agriculture, and lifestyle. This diversity not only dictates the economic activities of different regions but also shapes the cultural identities of the people, from the attire they wear to the food they eat.

India has breathtaking geographical diversity, with the sun-kissed beaches of the south and the towering Himalayas of the north, as well as the lush forests of Kerala and Rajasthan. In addition to influencing regional traditions and means of subsistence, this geographic diversity has given India an unmatched biodiversity. India is a large country with a diverse range of natural environments, including deserts, evergreen forests, steep mountains, perennial and non-perennial river systems, long coastlines, and fertile plains. Its total land area is 3.28 million square kilometres.

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While significant achievements have marked India’s journey since independence, the shadow of colonial influence still lingers, impacting perceptions and values. Yet, the resurgence of pride in one’s heritage and the continuous celebration of its diversity are signs of a maturing nation that values its past while forging a new identity. India’s diversity is not just a fact of life but the very fabric that makes it unique on the global stage. As India moves forward, it is the recognition and preservation of this diversity that will empower it to overcome its colonial hangovers and redefine what it means to be modern and Indian on its terms. The path ahead lies in embracing the richness of its diverse heritage, thus truly fulfilling the dreams that fueled its struggle for freedom 77 years ago. 

Ans: India is a multicultural nation home to all of the world’s main religions. The number of languages spoken in India is over 1600. India’s terrain is diverse, with mountains, plains, plateaus, deserts, and islands among its features. Aside from this, migration from all over the world has given rise to a variety of ethnic groups in India.

Ans: The acceptance of a range of individual characteristics within a society or group is referred to as diversity. Aspects including color, ethnicity, gender, age, financial situation, sexual orientation, religious views, abilities, and more can all be considered in these differences.

Ans: India is referred to as the “land of diversity” for a variety of reasons, including its diverse culinary options, language usage, holiday celebrations, and religious and cultural practices.

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For more information on such interesting topics, visit our essay writing page and follow Leverage Edu.

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College of Engineering

April 23, 2024

Getting to Know: Director of Multicultural Initiatives Maurice Traylor

Traylor helps students understand value of own stories.

Embracing and celebrating diversity has always been a professional pursuit of Maurice Traylor.

As director of Multicultural Initiatives in the Michigan State University College of Engineering, Traylor knows that fostering diversity, equity, inclusion, and belonging is both an ongoing and evolutionary process.

Traylor joined MSU Engineering in June 2023 after 5+ years in advising and manager roles at the University of Michigan, Ann Arbor.

He served as the Internship and Co-op Program Manager for UM’s College of Engineering, and as a career services manager in the Engineering Career Resources Center for 5 years, in addition to almost a year with Wolverine Pathways. The roles gave him opportunities to design programs and classes focused on professional development and foster many collaborative efforts both inside the university and with external colleagues. While at Wolverine Pathways, he led the delivery of college access programs for 600+ underrepresented students in the 7th-12th grades in Metro-Detroit, Grand Rapids, and Ypsilanti.

Prior to UM, Traylor also held roles within student affairs at multiple institutions throughout Detroit. While at Marygrove College, he led a team of Peer Coaches and oversaw all Student Life activities for the institution. Traylor also held advisor and instructor positions in career services at University of Detroit Mercy and the Ilitch School of Business at Wayne State University.

He received his bachelor’s degree in English and master’s degree in career and technical education from Wayne State University and also has an M.F.A. in creative writing from Full Sail University.

What would you like us to know about your work?

While I may not be an engineer, I am a storyteller by nature. I try to help our students understand the value in their own stories and be able to communicate that to those with stakes in their futures. With that in mind, I appreciate the unique combination of technical, interpersonal, and problem-solving skills that are required for our students to become effective engineers. Helping students develop their individual narratives around their skills, interests, and experiences is something I champion. I am very eager to continue that work here at MSU Engineering.

What projects are you currently working on?

We are in the planning phase of our upcoming Engineering and Science Success Academy session (ESSA) for Summer 2024. Our team is incredibly excited to welcome the next cohort of students to campus for a fun and engaging month on campus. The history of this wonderful program and impact it has had on so many MSU Engineering alumni is also something that piqued my interest in joining EGRID. We can’t wait to get started in July!

What brought you to MSU Engineering?

Throughout my career, I’ve worked with students of many different academic backgrounds and professional interests. Given my affinity for working with engineering students, I found this opportunity to be uniquely exciting. I am able to pull from my different experiences to work with a very dynamic student population. In the relatively short time of being part of the MSU community, I’ve already had wonderful opportunities to work with students who grew up in the same areas and attended the same schools as I did. This is just one of the things that excites me about the work we’re doing and support we are providing, especially for our underrepresented student populations. If there were ever an opportunity that ‘checks all of the boxes,’ this one certainly does for me.

What are your goals to help the college expand its celebration of diversity?

To do our part to amplify the voices of our underrepresented student populations and continue to advocate on their behalf. We want to help our students who may feel marginalized to feel just as valued, and a part of this community as any other Spartan. In doing so, we’re hoping to build upon the existing communal inclusivity efforts of the college and showcase the strength, courage, and creativity that stems from our diversity.

What can others do to advance the sense of belonging in a large community and university?

Two things: Listen intently and demonstrate empathy. Open and reciprocal communication is the foundation of most, if not all, successful partnerships. ‘Hearing’ about the student experience is certainly needed to build the infrastructure of a community. However, understanding the student experience will allow us to be more intentional, and meet our students ‘where they are’ in the moment.

Written by Pat Mroczek, MSU College of Engineering Communications.

Senior NPR editor resigns after accusing outlet of liberal bias

An editor for National Public Radio resigned Wednesday just days after he inflamed the ongoing culture war about mainstream media with an essay about what he considers the news outlet’s liberal leanings.

Uri Berliner, who was a senior business editor, wrote an essay for the right-leaning online publication The Free Press in which he said he believes NPR is losing the public’s trust. 

NPR, a nonprofit radio network, has an “absence of viewpoint diversity,” he wrote in the essay, which was published April 9. It “has always had a liberal bent,” but now an “open-minded spirit no longer exists within NPR,” he wrote.  

The essay triggered a wave of scrutiny of NPR from conservatives, some of whom responded to it with calls to defund the news organization, which receives federal funding through the Corporation for Public Broadcasting. NPR says on its website that federal funding is “essential” to NPR but that “less than 1% of NPR’s annual operating budget comes in the form of grants from CPB and federal agencies and departments.”

In a resignation statement on X, Berliner briefly elaborated on the reason for his departure, which came days after NPR reported that it had suspended him for five days without pay following the op-ed’s release. 

NPR’s chief business editor, Pallavi Gogoi, had told Berliner about its requirement to secure approval before he appeared in outside media, according to NPR’s report.

“I don’t support calls to defund NPR,” Berliner wrote. “I respect the integrity of my colleagues and wish for NPR to thrive and do important journalism.  But I cannot work in a newsroom where I am disparaged by a new CEO whose divisive views confirm the very problems at NPR I cite in my Free Press essay.” 

Berliner did not immediately respond to a request for comment Wednesday. A representative for NPR said it “does not comment on individual personnel matters.” 

Berliner’s essay gained traction on X, with many conservatives homing in on his thoughts about NPR’s political makeup. He wrote: “In D.C., where NPR is headquartered and many of us live, I found 87 registered Democrats working in editorial positions and zero Republicans. None.” 

He also criticized NPR’s coverage, or lack thereof, of certain stories, such as the Mueller report, Hunter Biden’s laptop, the origins of Covid-19 and systemic racism following the murder of George Floyd.

High-profile supporters of Berliner’s essay, including former President Donald Trump and X owner Elon Musk, shared criticism of NPR and its CEO, Katherine Maher. 

“NO MORE FUNDING FOR NPR, A TOTAL SCAM! EDITOR SAID THEY HAVE NO REPUBLICANS, AND IS ONLY USED TO ‘DAMAGE TRUMP.’ THEY ARE A LIBERAL DISINFORMATION MACHINE. NOT ONE DOLLAR!!!” Trump wrote on Truth Social on April 10.

Musk wrote on X that the “head of NPR hates the Constitution of the USA” in response to a clip of Maher discussing the challenges in fighting disinformation and honoring the First Amendment right to free speech.

Meanwhile, some journalists at NPR pushed back against Berliner’s accusations.

“Morning Edition” co-host Steve Inskeep shared his take in a post on his Substack newsletter , saying he believes Berliner failed to “engage anyone who had a different point of view.”

“Having been asked, I answered: my colleague’s article was filled with errors and omissions,” he wrote, adding, “The errors do make NPR look bad, because it’s embarrassing that an NPR journalist would make so many.”

NPR’s chief news executive, Edith Chapin, also denied Berliner’s assessment of the newsroom in a memo to staff members, according to NPR .

“We’re proud to stand behind the exceptional work that our desks and shows do to cover a wide range of challenging stories,” she wrote. “We believe that inclusion — among our staff, with our sourcing, and in our overall coverage — is critical to telling the nuanced stories of this country and our world.”

Maher also said Monday in a statement to NPR : “In America everyone is entitled to free speech as a private citizen. What matters is NPR’s work and my commitment as its CEO: public service, editorial independence, and the mission to serve all of the American public. NPR is independent, beholden to no party, and without commercial interests.”

Daysia Tolentino is a culture and trends reporter for NBC News.

The 2024 call for applications to UNESCO’s International Fund for Cultural Diversity is now open!

UNESCO is launching the fifteenth call for applications to the  International Fund for Cultural Diversity (IFCD ) . Through an open and competitive process, projects will be selected based on their ability to generate concrete and lasting results towards the development of the creative sectors in developing countries that are Parties to the 2005 Convention. 

Project proposals should contribute to:

The implementation and/or elaboration of policies and measures that have a direct, structural impact on the  creation, production, distribution and access to a diversity of cultural goods and services ;

The strengthening of capacities in public institutions and civil society organizations to  support viable local and regional cultural industries and markets .

Public institutions and non-governmental organizations (NGOs) from  eligible countries  are invited to submit their proposals, as well as international NGOs registered in countries that are Parties to the 2005 Convention. 

Since 2010, the IFCD has invested more than US$ 11.5 million through  152 projects in 71 developing countries.  These diverse initiatives have contributed to the development and implementation of cultural policies, the strengthening of professional training and cultural entrepreneurship, supported access to new markets, and the participation and inclusion of vulnerable groups in cultural life.

Through the IFCD's 2024 call for applications, UNESCO renews its commitment to strengthening the cultural and creative industries in developing countries, as fundamental pillars for protecting and promoting cultural diversity, encouraging creativity and innovation, and for building a more sustainable world.

The IFCD is a key instrument of international cooperation and assistance for the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005) .

The fifteenth call for applications opens on 15 April 2024 and closes on  14 June 2024, noon Paris time .

For any inquiries, please contact the Secretariat of the 2005 Convention ([email protected]). 

Learn more about  IFCD funded projects . 

APPLY FOR FUNDING

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