anthropology personal statement

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Preparing a statement,  all applicants are required to provide an academic statement and a personal statement ..

Academic Statement prompt: write a statement that answers the following questions (1,000 words max) o What are your academic interests, and why do you wish to pursue graduate studies in this specific program? o How has your academic and professional background prepared you for graduate study? Include any research, training, or educational experiences that align with the program. o How will our program help you achieve your intellectual and professional goals? o Make sure to address any scholarly questions you wish to explore in the program and name any specific faculty members in this program whose research interests align with your own.

Personal Statement prompt: write a statement that addresses the following (500 words max) o The Graduate School values diverse backgrounds, approaches, and perspectives, understanding them as essential ingredients for true academic excellence.  As a Northwestern graduate student, how could you contribute to an intellectual community that prioritizes equity, inclusion, belonging, and cultural humility? Your answer may draw upon past or present experiences, whether in academic work, extracurricular or community activities, or everyday life.

All applicants to the Northwestern Graduate School have the option to submit an additional statement (250 words max).  Include here anything that you would like to highlight but have yet to discuss in other areas of the application. You can also use this space to address any concerns you may have in your application. If, for example, you do not believe that your academic credentials demonstrate your true capabilities, please explain why. Also, describe any gaps in your academic career and work experience or any extenuating circumstances in your profile of which the admissions committee should be made aware.  This additional statement is not required and is fully optional. 

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May 17th, 2022

Tips on structuring your personal statement (anthropology and law included).

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Estimated reading time: 10 minutes

All views expressed are those of the author.

As someone who applied to many different courses such as; Law with European Legal Studies, straight Law, and Law and Anthropology., finding a way to encompass all my experience and fascination without neglecting any of the courses that I wished to apply to can be very tricky. Below are tips that may be helpful to take into account when formulating your personal statement (both general and specific).

A lot of people worry about the ratio when it comes to applying to varying degrees or joint honours degrees. As the majority of the courses I had chosen included Law I made sure to have more law. The Anthropology was about 30% (roughly a paragraph and a couple sentences incorporated throughout).

EXPERIENCE/ EXTRACURRICULAR:

This does not have to be anything fancy, it can just simply be anything that proves your passion in the course you would like to do. I managed to link a Psychology taster course I had taken in the summer to Anthropology. The key is to use whatever experience you have to demonstrate your dedication to this course outside of your studies.

It is always nice to emphasise your interest by proving you’ve read around the subject. You could do this by going on to the University’s website and looking at the preliminary/background readings for the course. Research can span from reading books, articles, journals or even Youtube videos. [For reference for Anthropology I read ‘Small places, Large Issues- Thomas Hylland’].

CONNECTIONS:

It’s important to make sure the structure of your personal statement flows and reflects you and one way I did this was by making connections. When speaking about Anthropology I found ways to portray my knowledge/experience doing A-level French also plays a part in solidifying my Anthropological knowledge. It can be simple as connecting your subjects to the course you want to study or you can make it personal to the University e.g. perhaps you enjoyed a particular reading which happened to be written by a Professor at LSE.

SIMPLICITY:

From my first ever draft to the multiple that followed, one thing I was repeatedly told by teachers/mentors at the time was to “use the most simple language”. As an English Literature student at the time, I wrote extremely long sentences and was never direct in what I wanted to get across. I recommend you have someone read over it and see what areas you can simplify but still have your point remain clear.

I must also mention that it is okay not to have the most perfect draft in a month, it took about 2 months and about 15 drafts for me to formulate a suitable one.

I hope these tips were useful in guiding you when writing your personal statement. Feel free to leave your comments below.

Find advice on writing personal statements for your UCAS application on  LSE’s website .

About the author

Hi, I'm Rosa, a second-year Anthropology and Law student who lives in London. I'm an aspiring solicitor as well as an Anthropology enthusiast.

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Geography and Anthropology Personal Statement Examples

• 1 Personal Statement Example Links
• 2 Career Opportunities
• 3 UK Admission Requirements
• 4 UK Earnings Potential For Geography and Anthropology
• 5 Similar Courses in UK
• 6 UK Curriculum
• 7 Alumni Network

Personal Statement Example Links

• Personal Statement Example 1
• Personal Statement Example 2
• Personal Statement Example 3
• Personal Statement Example 4
• Personal Statement Example 5

Ever been fascinated by the intricate relationship between human societies and their geographical landscapes? Intrigued by the cultural diversity of our world and how it’s shaped by environmental factors?

If so, a degree in Geography and Anthropology might be your perfect journey. This interdisciplinary field will immerse you in the study of human cultures and their environmental contexts, enabling you to understand the world from a holistic perspective.

Geography and Anthropology is an interesting and relevant university course for students interested in exploring the world around them. This course provides a comprehensive overview of the physical and cultural aspects of the world, allowing students to gain a deeper understanding of the human experience.

Through this course, students will learn about the physical features of the environment, the cultural and social dynamics of different societies, and the historical and political contexts of different regions. By studying both geography and anthropology, students will gain a holistic view of the world, which will enable them to better understand the complexities of the human experience.

Additionally, this course will provide students with the skills and knowledge necessary to make informed decisions about global issues, and to better understand the world around them. Ultimately, this course is an excellent choice for students who are looking to gain a deeper understanding of the world, and to develop the skills necessary to make informed decisions about global issues.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

A degree in geography and anthropology can open up a variety of career opportunities in a range of industries and sectors.

In the field of geography, graduates can pursue careers in urban planning, cartography, GIS (geographic information systems) analysis, land surveying, environmental consulting, and disaster management. These careers involve researching and analyzing data, creating maps and models, and developing strategies to address environmental and social issues.

In the field of anthropology, graduates can pursue careers in cultural resource management, medical anthropology, applied anthropology, archaeology, and forensic anthropology. These careers involve researching and analyzing human behavior and cultures, conducting fieldwork, and developing strategies to address social and cultural issues.

Graduates may also pursue careers in public policy, international development, education, and social work. These careers involve researching and analyzing data, developing strategies to address social issues, and educating the public.

In addition, graduates may pursue careers in business, marketing, and public relations. These careers involve researching and analyzing data, developing strategies to address business and marketing issues, and communicating with the public.

Finally, graduates may pursue careers in journalism, media, and communications. These careers involve researching and analyzing data, developing strategies to address media and communication issues, and communicating with the public.

UK Admission Requirements

In order to get accepted into the university course in geography and anthropology, applicants must meet the following entry criteria:

Grades: Applicants must have achieved a minimum of a 2:1 in their undergraduate degree, or equivalent qualifications, in a relevant subject such as geography, anthropology, or a related social science.

Prerequisites: Applicants must have a good understanding of the core concepts of geography and anthropology, including an understanding of the physical and human geography of the world.

Other Entry Criteria: Applicants must also demonstrate a strong interest in the subject, as well as the ability to think critically and analytically.

This entry criteria is similar to other university courses in the social sciences, such as sociology, political science, and economics. Applicants must have a minimum of a 2:1 in their undergraduate degree, or equivalent qualifications, and demonstrate a good understanding of the core concepts of the subject. They must also demonstrate an interest in the subject and the ability to think critically and analytically.

UK Earnings Potential For Geography and Anthropology

The average earnings for someone with a degree in geography and anthropology can vary depending on the type of job they pursue. Generally, graduates with a degree in geography and anthropology can expect to earn an average of £32,000 per year. However, those with more specialized skills and experience can earn significantly more.

In terms of trends in the job market, there is a growing demand for individuals with a degree in geography and anthropology. This is due to the increasing need for professionals to help tackle global challenges such as climate change and urbanization. Additionally, the rise of digital technologies has created new opportunities for professionals in this field to use their skills in data analysis and mapping. As a result, there is a growing demand for professionals with a degree in geography and anthropology in areas such as GIS, remote sensing, and data science.

Similar Courses in UK

Other related university courses to Geography and Anthropology include Archaeology, Development Studies, Environmental Science, and Human Geography.

Archaeology is the study of past human societies, cultures, and environments through the examination of physical remains such as artifacts, architecture, and ecofacts. It is closely related to anthropology, as it focuses on the material remains of past societies, but it is distinct in that it is primarily concerned with the study of the material culture of past societies.

Development Studies is a multidisciplinary field that focuses on the economic, social, and political aspects of development. It examines the causes and consequences of global poverty and inequality, as well as the strategies and policies used to address them. Development Studies is closely related to Geography, as it examines the spatial dimensions of development, but it is distinct in that it focuses more on the economic, social, and political aspects of development.

Environmental Science is the study of the interactions between the physical, chemical, and biological components of the environment, and how these interactions affect the environment. It is closely related to Geography, as it examines the physical environment, but it is distinct in that it focuses more on the biological and chemical aspects of the environment.

Human Geography is the study of the spatial aspects of human societies and cultures. It examines the ways in which humans interact with and shape their physical environment, as well as the ways in which they are shaped by it. It is closely

UK Curriculum

Geography and Anthropology is an interdisciplinary course that combines the study of physical and human geography with the study of anthropology. The key topics and modules covered in the course include:

• Physical Geography: This module covers the physical aspects of geography such as landforms, climate, soils, vegetation, and water. It also includes the study of physical processes such as erosion, deposition, and weathering.
• Human Geography: This module covers the human aspects of geography such as population, migration, urbanization, economic activities, and cultural diversity. It also includes the study of human processes such as globalization, regionalization, and environmental change.
• Anthropology: This module covers the study of human societies and cultures, including their history, language, religion, and customs. It also includes the study of social and cultural change, as well as the impact of globalization on societies and cultures.
• Hands-on Experience: The course includes a variety of hands-on activities and field trips. For example, students may participate in field trips to observe landforms, visit local communities, and explore cultural sites. They may also engage in hands-on activities such as mapping, interviewing, and data analysis.
• Practical Work: The course includes a variety of practical assignments and projects. These may include research papers, field reports, presentations, and group projects. Students may also be required to complete a final project or research paper at the end of the course.

Alumni Network

Notable alumni from the course of geography and anthropology include Dr. Alan Goodman, professor of anthropology at Hampshire College, and Dr. Sarah Elwood, professor of geography at the University of Washington.

Dr. Alan Goodman is a noted anthropologist who has made significant contributions to the field of medical anthropology. He has conducted research on the social and cultural aspects of health, illness, and healing, and has written extensively on the topics of medical pluralism and biocultural diversity. He has also been involved in the development of public health initiatives in the United States and abroad.

Dr. Sarah Elwood is a professor of geography at the University of Washington and a leading figure in the field of urban geography. Her research focuses on the intersection of urban development and social justice, and she has written extensively on the topics of urban planning, housing, and gentrification. She has also been involved in the development of public policy initiatives in the Seattle area.

Alumni events and networking opportunities for geography and anthropology alumni include the Geography and Anthropology Alumni Network (GAAN), which is a virtual network of alumni from the course. GAAN organizes events such as lectures, workshops, and conferences, as well as providing mentorship and networking opportunities. The network also provides resources to help alumni stay connected and informed about the latest developments in the field.

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Two sample statements of purpose.

Sample 1:  Statement of Purpose Keywords: Transnationalism, Memory and Africa | Afro-Diaspora On a balmy October night in 2014, I spontaneously hopped into one of Accra's trademark yellow and blue taxis with three friends for a night of music and merriment at Alliance Française. I was on exchange in Ghana at Ashesi University and had invited my friends to spend mid-semester break with me at my grandmother's house in Accra. As the pulsating and infectious beats of the legendary Ga music ensemble, Wulomei filled the walled compound, my eyes wandered around. It was a visual smorgasbord, with an array of beautiful brown women and men, immaculately and eclectically dressed, some with piercings and tattoos, which is quite unusual in the Ghanaian context. Their aesthetic sensibilities were diverse, but oddly complementary of one another, as though they were predestined to inhabit this space together on this night and create a beautiful, cosmopolitan collage. Their demeanor and self-presentation exuded a defiant self-assuredness that piqued our interest. “They must be returnees,” one of my friends explained.

Returnees, I would come to learn, are a growing group of Africans and Afro-Diasporans who are choosing to move "back" to the African continent. I became curious about what had spurred this boom and the impact of returnees on the socio-cultural and economic landscapes of the countries they were returning to. As I spoke to returnees, I learned that gender identities and romance are other complex layers of the experience. I began work towards an honors thesis on return migration to Accra, Ghana, and continued my fieldwork during the summer of 2015. In 2016, I received the Nancy "Penny Schwartz" Undergraduate Essay Award from the Association of Africanist Anthropology for three chapters excerpted and reworked from my thesis, Taking It Back To The Motherland: The Untold Tales of Accra’s Returnees. In my dissertation, I plan to build on my undergraduate fieldwork and continue to study Accra as a site of return. Accra is a “city in transition” (Dupont 2014) with deep histories cosmopolitanism and return migration. I will explore the different waves of return, from the post-independence wave of the 1960s to the post-2007 surge after new oil reserves were discovered in Ghana. Many migrants develop an almost mythical imaginary of their homeland. For Accra's returnees, the essentialized image is held up against the reality of life in Accra upon return. Ghanaian society and her "locals" place on them the onus of proving, in a variety of situations, that they can not only survive but thrive in an African city. In my dissertation, I will continue to unpack what Nadia J. Kim (2009) refers to as the “authenticity dilemma,” and examine whether returnees are able to (re)integrate into Ghanaian society upon return. Our world today grapples with the challenge of responding effectively and ethically to an ongoing migrant crisis. Though there are nuances of temporal and geographic specificity, this contemporary discussion on human mobility is not novel, but rather a continuation of a discourse. We have long been curious about why people leave their homes, where they go, how they are received in host countries, and whether or not they chose to return to their countries of origin. However, this discourse has generally perceived migration as a singular, mono-directional life event, when it is not. Migrants often move back to places where they lived before or to which they have ethnic or kinship connections (Niedomysl and Amcoff 2011). I will draw from a rich bank of global interdisciplinary literature on return migration. The study will be grounded in American anthropologist, George Gmelch’s (1980) seminal definition of return migration: "the movement of emigrants back to their homelands to resettle." Dutch sociologist Frank Bovenverk’s (1974) typology provides a starting point for categorizing returnees. Benedict Anderson's Imagined Communities (1983), Homi Bhabha's The Location of Culture (1994) and Arjun Appadurai's Modernity At Large (1996) will guide the process of mapping identity formation and cultural liminality in a rapidly changing, ever technological and culturally diffuse world. Drawing from Laura Nader's emphasis on the importance of studying the "middle and upper ends" of society (1972: 1), the participants in this study will mainly be middle and upper middle class. By "studying up," I hope to contribute to the ethnographic discourse on power within cultures. I will also draw on the autoethnographic methodology as employed by Zora Neale-Hurston in Mules and Men (1935), and her masterful navigation of writing from within a culture, as an insider-outsider. I see Duke as the ideal location to work towards my proposed dissertation. The project will find a home within the cross-disciplinary and globally minded approach of the program. There are several members of the faculty whose mentorship will be invaluable. Laurie N. McIntosh, whose research on identity-formation among Norwegians of African descent will provide important methodological and theoretical frameworks for this project. Lee D. Baker, with his expertise on the impact of identity on the everyday lives of Afrodiasporic people, would also provide great guidance to this work. I hope to also work with faculty in the Department of African & African American Studies and in particular Michaeline A. Crichlow. I am excited to learn about opportunities to attend lectures and participate in vibrant discussions at the John Hope Franklin Center and look forward to engaging with these opportunities as well. Since graduating from Macalester College in 2016, I have engaged with a variety of professional and volunteer experiences. As a Program Assistant at the Minnesota Historical Society's Department of Inclusion, I worked to bring more people of color into the museum field through college and high school fellowships. For the last two years, I have worked with two college mates to create an empathy-building children's book in response to increased bullying after the 2016 election. Ethnographic interviewing skills came in handy as we journeyed to elementary schools to speak with students and collect scenarios for the book. Most recently, I am the Curatorial Project Assistant for the 2018 Nobel Peace Prize exhibition on laureates, Denis Mukwege, and Nadia Murad. Through these experiences, I have been challenged intellectually and strengthened my passion for ethnography. Throughout my undergraduate studies, my main motivation was to continue on to graduate school and train to become a professional anthropologist and researcher. In my studies toward a doctoral degree, I hope to continue to examine the impact of migration and transnationalism in the Black diaspora through the experiences of migrants engaging in these mobilities. It would be a dream come true to do this at Duke.  

Sample 2:  Statement of Purpose Keywords: Politics of Place, Urban Ethnography, North America, Politics of Representation, Aesthetic Hierarchies, Critical Race Studies, Class Studies, Political Economies How do the intersections of race and class affect African Americans' presence in the arts? What is the impact of racializing behavior for musicians of color? I came to these questions as a freshman in college, when I stepped onto the stage of the Amherst College Symphony Orchestra and realized that I was the only Black musician out of the 92-person ensemble. Though many Black classical musicians are accustomed to this racial isolation, I was particularly shocked, as my previous experiences with orchestra in my home community were quite diverse. Growing up in Columbia, MD, I was accustomed to diversity in every aspect of my life, from swim team to math club to orchestra. My bubble of positive racial representation burst when I arrived at Amherst and discovered that my childhood experiences were quite uncommon. This revelation led me to question why that might be the case, and more specifically, why so few African Americans participate in classical orchestral music. Since the 1990s, Blacks have comprised about I of major American symphonic orchestras, a number that has remained unchanged for nearly three decades. Asian Americans and Latinx participation in symphonic orchestras has improved markedly, while African Americans have yet to increase their participation in these ensembles. Two decades ago, the Sphinx Organization, a Detroit-based non-profit organization, created the first entirely Black and Hispanic professional orchestra in the world. A few other orchestras comprised of minorities have emerged, but major American Symphonic orchestras have yet to see improvement in Blacks' participation in their ensembles. My dissertation will expand upon my undergraduate senior honors thesis, a preliminary exploration of discrimination, exclusion, and confusion about cultural belonging in American symphonic orchestras. I hope to develop my research with contemporary anthropological discussions of community, belonging, aesthetic hierarchies, and politics of representation, as writing my senior thesis worked to generate further, more thoughtful research questions about this topic, all of which can best be addressed through an anthropological dissertation. With established access to a community of Black musicians, I hope to ground my ethnographic research with the Sphinx Organization. As a sort of “Black Mecca” within the orchestral world, Sphinx acts as a space in which Black musicians can be themselves, rather than perform an identity. The Sphinx Organization conceptualizes the absence of Black participation in orchestras primarily as a "pipeline issue," in that Black and Latinx students do not have access to the resources needed to support and produce an accomplished musician. However, this issue involves myriad considerations beyond a lack of resources. Why is there the impetus to create entirely separate orchestras for minorities, and is this a solution? What is the significance of the orchestral stage as a space of social inclusion and how does it serve as a cultural marker for inclusion and exclusion? In my dissertation, I hope to address these questions by putting research involving the intersections of class and race (Fennell 2015; Cox 2015; Mahon 2004) and aesthetic hierarchies (Sharman 2006; Davila 2001; Pham 2017) in conversation. In doing so, I will highlight some of the more insidious concerns related to this lack of participation and representation. As my research has shown thus far, there seems to be an implicit understanding of orchestral music as being an exclusively white tradition. Orchestral music is classified as a "high arts," a subcategory of the arts that has a history of racism and exclusion in terms of what practices may or may not be given value. In my research, I will unpack the essentialist concept of the “high arts” and the Eurocentric construction of orchestral music as a white tradition. Do Black people truly not belong in the high arts, or were they made not to belong? Who decides whether Blacks belong, and what processes perpetuate this notion of inclusion? What are the boundaries surrounding the "high arts" community, and how do class and race intersect in this context? It is my aim to interrogate ideas of exclusivity surrounding these established, taken-for-granted aesthetic hierarchies, and to explore how race and class-based social positioning both establish and maintain these inequalities. Additionally, my research involved discussions of representation, and what it means to be recognized. With DuBois’ The Souls of Black Folk (1903) as a framework for my exploration of critical race theories, I want to add to this discourse by integrating Stuart Hall’s ideas of visual language as constructing meaning in Representation: Cultural Representations and Signifying Practices (1997) with John Berger’s Ways of Seeing. What does it mean to see and be seen within the context of the orchestral stage? Is there a performative Blackness or Whiteness that is expected of certain kinds of musicians, and what are the stakes of this performativity, both for those on the stage and off the stage? While this case of racial discrimination affects a relatively small community, I aim to highlight the macro-sociological effects of raceand class-based prejudice and discrimination. During my time at Amherst, I discovered a passion for filmmaking, documentary films, and ethnographic methodology. My first documentary project during my freshman year at Amherst explored how an east-Indian dance form called orissi created meaning for people of both Indian and non-Indian descent, and how it influenced dance in the Pioneer Valley in Massachusetts as a whole. In doing this project I learned how people create meaning in these cross-cultural interactions, which was significant considering my upbringing and being accustomed to sharing cultural art forms. I moved on to complete other film projects, working with the Smithsonian to create short documentary pieces about folklife from different cultures, and creating a visually and auditorily compelling documentary for my senior thesis. My time at NYU has been instrumental in providing further opportunity to conceptualize and develop short films and to hone my production skills in the Culture and Media program. Working with Faye Ginsburg and Arlene Davila, amongst others, has enabled me to consider my work through the lens of an anthropologist. I have discussed my research goals with Professor Lee Baker and feel that his unique historical study of intersections between the development of American Anthropology pedagogy and the foundations of race relations and racial imaginaries in From Savage to Negro (1998) would act as an exemplar of how I should explore hegemonic systems in my own research. Professor J. Lorand Matory’s Black Atlantic Religion (2005), which challenges to the narrative of transnationalism as a recent phenomenon and his studies of transnational and translocal flows of information and cultural practices, would provide an excellent framework on my research involving cross-cultural interactions in the musical world. Another guiding force for my research would be Professor Charles Piot’s work involving agency as engagement (as opposed to rejection) with European cultural modes, along with his consideration of a long history of global cultural crossings. I am excited for the opportunity to apply to Duke University, as I feel that this school, with its encouragement of interdisciplinary work, passionate professors, and desire to create a positive learning environment will allow me to develop into a strong scholar.

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Personal statement example biological anthropology and health and human sciences.

Submitted by Keelan

Are you fascinated by human behaviour?

Dive into beliefs, practises and cultures from across the world with SOAS, ranked 12th in the world for Anthropology studies.

Biological Anthropology and Health and Human Sciences

Despite the large diversity of courses available, I have chosen to study a degree in Health and Human Sciences. I feel as if I have a natural curiosity for the world and my chosen course will enable me to make a difference, while studying such a broad range of areas which is what I personally, find appealing about the study itself.

The modules 'Health, Illness and Society' and 'Evolutionary Medicine' are of particular interest to me as I am dedicated to pursuing a career in medical anthropological research, the health sector or similar. My interest for human sciences derived from an initial interest in medical anthropology and my Sociology and Psychology studies.

I have especially enjoyed the evolutionary and biological aspects of aggression this year in Psychology which has further motivated me to study this discipline at university. 'The Selfish Gene' by Richard Dawkins provided insights relating to the evolutionary and ecological ideas for aggression, which I have found to be helpful and thought-provoking in relation to my A Level work.

Psychology has also been useful in gaining analytical and mathematical skills. In Sociology I have enjoyed studying how human society develops and functions and has equipped me with the vital essay skills such as critical thinking and evaluating a range of perspectives and contemporary issues which would be of great use at university level. Health and Social Care gave me the opportunity for experience within both a primary school and an elderly care home in order to gain primary data for several pieces of coursework. I was able to develop essential research, organisational and interpersonal skills that are all necessary for a career in a health related area. I am also looking forward to the coursework 'Infectious Diseases', an area I am extremely intrigued by. I am also keen to further my French language from GCSE level, and would make use of the facilities at your institution. I have extended my interest beyond the classroom by watching several Ted Talk's.

I found 'Tracking Ancient Diseases Using Plaque' by Christina Warinner especially interesting. She spoke about her investigation into the long term evolutionary history of health using dental calculus found in species as early as the Neanderthals. In addition, 'A Dig for Humanity's Origins' by Lowise Leukey gives an extremely thought-provoking talk into the past but also future of us as a species. I am currently involved in the 15 week student volunteer programme at Lister Hospital, which I find to be extremely fulfilling. The experience will hopefully give me a deeper insight into UK healthcare which will be useful when studying/comparing other views of health and the body worldwide. I also volunteer in a primary school once a week and mentored a year 7 form in my school. Both have helped me improve confidence and communication skills.

My interest in wider society is shown through my participation in 'The Memory Project' where I created a portrait for a Syrian refugee child, an item to act as a positive memory of their childhood. My other hobbies include yoga and running, recently raising over £300 for Cancer Research through 'Race for Life'. I am extremely health conscious and am intrigued by all aspects of physical and mental well-being both globally and personally, past and present. Furthermore, I enjoy reading. I have found 'The Blind Watchmaker' by Richard Dawkins to offer many interesting analogies in providing the idea of a 'blind watchmaker' as a wider explanation for all biological designs. Having recently completed the 4 week-long National Citizen Service I found that I have developed team-work, leadership and communication skills that would be invaluable at university, as well as experience with living in university halls. Due to this and the reasons above, I am excited about what the future might hold in Human Sciences and life at university.

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• Anthropology Personal Statement

Anthropology Personal Statement Example

Having always been a ‘people watcher’ I find the formal study of Anthropology a fascinating and multi-faceted focus. During my educational career I enjoyed a wide range of subjects and I feel that the multiple disciplines covered by an Anthropology degree would cater to all my criteria for a degree course.

A defining moment in my deciding that Anthropology was the subject I wanted to study at university was reading the book “Mapping Human History” by Steve Olson. This book gave me a grounding in the history of the human race and inspired me to do further reading and research.

At school I enjoyed History, Ethics, and Literature they helped me to gain further insight into how human relationships are built and develop. This is something I hope an Anthropology degree will continue to teach me.

My fascination with how society functions influenced my ‘A’ Level choices, where I studied Sociology and Psychology in order to understand both the social and the scientific aspects of human interaction.

Outside of school I enjoy foreign language films, in particular the Spanish films of Guillermo del Toro, volunteering for local projects, such as ‘Silver Surfers’, learning new languages, and travelling.

I recently volunteered in Kenya to help build a school for the local community. My time there not only introduced me to the indigenous tribal people but also helped to develop my teamwork skills as we worked together towards a common goal.

Once the school was complete I also taught several classes before I returned home which was not only a great experience but also really gave me a sense of responsibility and leadership.

I hope to continue my charity work throughout my university career and continue to study a subject that I am both dedicated to and passionate about. I am also considering a position teaching English to school children in Peru for my next trip.

After completing my degree I would like to gain a position in a large organisation such as UNICEF in order to continue the work already started helping developing countries reach their full potential. 

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Anthropology

Applied in: winter 2013, university offers: bath, cambridge.

It was the testimony of a survivor of the Arab Spring I encountered during a research project that drew me to the study of human behaviour. Having been raised in a protected environment in a time without conflicts, the stories of the young women who endured the Egyptian Revolution, such as Asmaa Mahfouz, made me want to take a more active role in a world of potential "clashes of civilizations". This was an idea I first encountered in the work of Samuel Huntington. "Introduction to Anthropology" by Claude Riviere led me to believe it is only when you attempt to understand the origins of human interaction and social behaviour that you can truly begin to understand how society works. In class, we looked at Kant's theory that every man is able to think for himself and in so doing he becomes autonomous and free. This is what makes each human being different from one another and this is the aspect of Anthropology I wish to pursue.  

As a child, the collection of African masks exhibited in the Musee du Quai Branly fascinated me. I would stand for hours in front of them as I recalled the masks my father would bring home from trips to Nigeria and Congo. My fascination with these masks led to my desire to analyse how and why beliefs and customs vary so radically from country to country. For instance, why is it that masks in Africa are mostly worn in order to communicate with ancestors whereas in Bali they are used to scare off evil spirits and prevent sickness?

I chose the Economics and Social Sciences branch of the Baccalaureat because it requires a broad skill-set, encourages an open-mind and has a direct connection to current affairs. The Sociology module enables us to debate ideas regarding the construction of social identities in a formal framework and develop concepts and theories as a group. Our study of deviant behaviours was particularly interesting as we began looking at the root causes of deviancy. We encounter second-hand anecdotes about deviant behaviour regularly in the press but rarely, if ever, do such stories go beyond the consequences of this behaviour. By participating in debates in the Lycee Francais' Human Rights Club, I learned to develop a critical approach to my peers' received opinions regarding ethical questions such as: should deviant behaviour be punished as a crime or treated as an illness?

Last summer I taught English in a Sri Lankan orphanage. Staying with a local family gave me insight into some of the country's traditions and customs, such as attending religious ceremonies at the local Buddhist temple, experiencing how seemingly small differences can feel so alien to someone from a different culture.

I regularly attend yoga classes at Triyoga which I find very restorative, as it permits to join the body and the mind through relaxation and to take a step back from everyday life. I am also a keen diver and successfully obtained my PE40, a qualification allowing me to dive to 40 meters. Photography, however, is my main passion and one of my greatest pleasures is capturing moments from my travels in order to share memories with my friends and family. Indeed, with photography, I feel as if my emotions and reactions to places are truly revealed.

I have a Venezuelan stepmother, an English stepfather, was born in France and live in the UK. My grandfather lives in Argentina and my father lives in Gabon. I myself am a product of an increasingly globalized planet with evermore-complex interactions across national borders and cultures. Through the study of Anthropology I am seeking to gain a deeper understanding of those interactions and how these will evolve into new behaviours and beliefs.

Please note UCAS will detect any form of plagiarism. PSE and its contributors do not take any responsibility for the way in which personal statements are used.

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Social anthropology personal statement example.

I was the only sixteen-year-old in my first university classroom. It was one of those defining moments where I was painfully aware of how different I was from the people around me. I had not yet graduated from high school, and yet there I sat in a class on personal and social adjustment, feeling an odd combination of excitement and anxiety. I distinctly recall my heart pounding and my irrational fear that, at any moment, someone would inform me that I did not belong there. I was considered an oddity at my high school as the only student in the history of the school to attend secondary and postsecondary institutions simultaneously as a fulltime student. I was reminded of the fact not through vast support from my school's faculty, but through blatant vocal discouragement.

In an environment where a large majority of residents live below the poverty level, it must have seemed strange that I would attend university early instead of applying for employment. The initial hardships of my first year in college did anything but deter me from wanting to study anthropology. Indeed, the adversity I experienced only succeeded in intensifying it. My high school classes were rather cold and clinical in their teachings, maintaining a firm adherence to stating and memorizing facts with little or no attempt to have students engage with the material. My interest in culture and my natural response to analyze, question, and participate was stifled behind state standards. In contrast, my fascination with culture was able to proliferate in postsecondary schooling as a result of a liberal arts education and my own proposed course of study.

My early education in anthropology started with a historical glance at cultural theory through works of influential pioneers like Malinowski and Mead. I became fascinated by the theoretical framework involved in cultural exploration, especially how cultural beliefs and values play a role in the every day lives of individuals. During a class on ritual and spectacle, I drove headlong and enthusiastically into ideas of ritual importance and its impact on societies. The subjects ranged from the roles of wedding rites to funerals, and I analyzed certain ceremonies and assessed the meaning of their various components. Another class taught by the same professor took ritual metaphor and applied it to narrative. The course addressed European stories from an analytical perspective, and I examined well-known folktales to yield their ritual symbology. I found myself impassioned by the idea of exploring beyond the superficial guise of narrative and seeing it as a meaningful way of expressing a society's basic beliefs and ideologies. Immersing myself in the works of other inspiring anthropologists, I examined texts on narrative form and nature, ritual metaphor and the importance of storytelling in culture.

My interest in storytelling resulted in the subject of my undergraduate thesis. I decided to focus on American narration, specifically concentrating on expressions of masculinity in men's magazines. It discussed dialogue in magazines as well as in teen male group settings, focusing on the conceptualization and presentation of gender in both circumstances. My overarching approach examined how masculine identity in the media has evolved over the last century. I further presented how manly behavior was glamorized in the text from three contemporary men's magazines, and juxtaposed it with an ethnographic work about how young men communicate and assert their gender roles.

My thesis topic is slightly removed from what I would like to study in graduate school, but the process familiarized me with the prerequisites required for social research. These included a delay in progress by routine realities, such as gaining IRB approval to interview and observe minors, as well as being forced to dig through the vast sea of material on women's magazines just to yield the limited data done on men's publications. The college that I attended also emphasized the importance of organizing one's own curriculum during junior and senior years. It was an unrestricted program in which the student consults with sponsors and plans his or her own course of study. This program approached the undergraduate thesis with the same level of intensity and professionalism as a graduate dissertation.

For my thesis, I assessed my topic and its requirements, efficiently planning my eventual course of study. I organized tutorials with my sponsors and established necessary reading lists that would contribute to my progress. Tutorial discussions allowed me to gain a broad scope of the research process and solidify my thesis into working theoretical, cultural and ethnographic papers. I earned permission to conduct fieldwork at a local Boys and Girl's club, and was approved to interview and observe the interaction between teenage males at the club. For six months, I listened to the things they considered to be important aspects of masculinity and used my time there as one example of teenage suburban expression of larger societal gender roles. I was able to further gain a taste of the graduate dissertation process when I successfully defended my undergraduate thesis during an oral presentation to my sponsors and an outside examiner.

The liberal arts education I received has given me the means to approach social anthropology in a perceptive manner and to consider the various intricacies that influence and shape certain aspects of culture. These were abilities that grew and thrived in an educational environment that allowed me to think critically about topics in anthropology and choose my own course of study. I emerged from college not with textbook facts floating around in my psyche, but with questions, thoughts and theories. I believe it is my undergraduate liberal arts background that provides me with an aberrant and perceptive approach to cultural anthropology.

During my hiatus between undergraduate and graduate education, I was able to step back from the research that captivated me for two years in order to reevaluate my goals in anthropology. While my break did not include leaving school for an extended period, I used the time to once again study broadly in the social sciences. By taking courses in psychology and other areas of anthropology separate from my undergraduate focus, I challenged myself further through exposure to different material and contrasting teaching styles, thereby gaining an educated and informed understanding of my intended course of study for graduate school. My extensive consideration of anthropology and the combination of both my undergraduate and post-baccalaureate education has given me the means to approach graduate school in a thoughtful and perceptive manner. Additionally, this hiatus gave me the ability to devote necessary attention to choosing graduate schools that will both challenge my views of cultural identity and allow me to excel in anthropology.

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This personal statement was written by jaydem for application in 2008.

jaydem's Comments

I'm sure there are grammatical errors I missed in there. Sorry about that! I hope this can be of some help to the people struggling to write their statements (I know how you feel).

For info, I applied to:

Queen's University Belfast University of St. Andrews University of Aberdeen University of Edinburgh

And was accepted by all four institutions.

Good luck to all of you!

This personal statement is unrated

Related Personal Statements

Tue, 13/10/2009 - 10:14

Fri, 13/11/2009 - 17:04

That Personal Statement was far too long to possibly have been accepted by UCAS?

Tue, 19/01/2010 - 22:23

This was a great one! (Feel the extra need for many exclamation marks to show my enthusiasm!) I've been sitting with my statement staring back at me for now almost a month. This really got me started and inspired to keep on going. Thanks again and congratulations on getting accepted to all the schools! /Exclamation mark enthusiast!

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