After the 2023 SCOTUS decision to ban race-conscious admission was released, I noticed a recurrent theme pop up in college application essay prompts: diversity. These prompts require students to reflect on ways in which they have experienced diversity be it about race, religion, ethnicity, income, ideology, or interests. The prompt also encourages students to explain how these experiences have impacted their beliefs and values.
Many of my students are first or second generation immigrants, and this prompt has triggered heartfelt responses about how they deal with the blending of cultures. Some have felt torn between the values and expectations of their immigrant parents and those of their American born friends and teachers. I worked with one Chinese American student who struggled to find her authentic self among what she considered two strong yet conflicting ideologies. A media savvy friend, who knew of her struggles, invited her to participate in a blog he created that addressed issues raised by multiculturalism. By sharing her personal journey publicly, she was attempting to, as she put it, “help others in a similar circumstance feel less alone in their confusion.” Afterwards, the student felt empowered by how her story could lend support to a vulnerable and often invisible group. This process of finding her voice transformed into a compelling essay.
Another student, a boy who grew up in a bi-racial household, found a unique way to act as a bridge between cultures. Although his parents were of European and Chinese ancestry, he confided that for a long time he had felt more in touch with the European side of his family. Then during the previous year, his school had offered a perfect opportunity for him to help those in need while exploring his Chinese identity. The teacher of his Chinese Language and Culture class worked out a plan with a local food pantry that needed help communicating with a group of Chinese elders. The whole class then volunteered their services, tasked with finding out how the pantry might better serve their needs. At first, the student was concerned about whether he could communicate effectively with seniors, especially as he had a limited Chinese vocabulary. But he took on the challenge, spending a week doing activities with them: visiting Chinatown, taking a museum tour, eating lunch, and riding public transportation. He also video-interviewed one of the women to understand what it was like for her to grow up in China.
He included an especially touching moment in his essay. One morning a “Shen Nai Nai,” as he called her, walked in with a basket of oranges. She peeled each orange and passed them out to everyone. The teens insisted that she eat as well, but she refused until they all received an orange, saying “You must eat first.” The student wrote, “This small instance of kindness encapsulated how loving and compassionate all of the Asian elders were toward us. As my friend put it best, ‘I feel like we are their grandchildren.’”
It’s been inspiring to see how both of these teenagers mastered the challenges that arise from living in a diverse society with compassion, understanding, and service for the larger community. College application prompts often ask students to reflect on complex issues, but with support, students describe life experiences that address the prompt and reveal incredible strengths in their personalities.