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6 Diversity College Essay Examples

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

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

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

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

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

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

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

Diversity Essay Examples

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

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

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

What the Essay Did Well

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

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

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

What Could Be Improved

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

And yes, Tom is still my friend.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

More Supplemental Essay Tips

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

How to Write a Stellar Extracurricular Activity College Essay

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

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

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May 8, 2024

The Diversity Essay: How to Write an Excellent Diversity Essay

What is a diversity essay in a school application? And why does it matter when applying to leading programs and universities? Most importantly, how should you go about writing such an essay?

Diversity is of supreme value in higher education, and schools want to know how every student will contribute to the diversity on their campus. A diversity essay gives applicants with disadvantaged or underrepresented backgrounds, an unusual education, a distinctive experience, or a unique family history an opportunity 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.

The purpose of all application essays is to help the adcom better understand who an applicant is and what they 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 reveal your unique perspectives and experiences, as well as the ways in which you might contribute to a college community.

In this post, we’ll discuss what exactly a diversity essay is, look at examples of actual prompts and a sample essay, and offer tips for writing a standout essay. 

In this post, you’ll find the following: 

What a diversity essay covers

How to show you can add to a school’s diversity, why diversity matters to schools.

• Seven examples that reveal diversity

Sample diversity essay prompts

How to write about your diversity.

• A diversity essay example

Upon hearing the word “diversity” in relation to an application essay, many people assume that they will have to write about gender, sexuality, class, or race. To many, this can feel overly personal or irrelevant, and some students might 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. The important thing is that you demonstrate your uniqueness and what matters to you. In addition to writing about one of the traditional identity features we just mentioned (gender, sexuality, class, race), you 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?
• Do you have beliefs or values that are markedly different from those of the people around you? 
• Do you have a hobby or interest that sets you apart from your peers? 
• 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 needs to have had a pretty substantial impact on you and your life. For example, perhaps you’re part of the 0.2% of the world’s population 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? For example, maybe one of your siblings has a rare disability, or you grew up in a town with fewer than 500 inhabitants.

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 have the opportunity to show the adcom how your background will contribute a distinctive perspective to the program you are applying to.

Of course, if you’re not underrepresented in your field or part of 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.

Maybe you are the first member of your family to apply to college or the first person in your household to learn English. 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 school, or in a work setting. 

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.

The diversity essay provides colleges the chance to build a student body that includes different ethnicities, religions, sexual orientations, backgrounds, interests, and so on. Applicants are asked to illuminate what sets them apart so that the adcoms can see what kind of diverse views and opinions they can bring to the campus.

Admissions officers believe that 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 people’s 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 that they will market more effectively if they can speak to different audiences, which is possible when members of their workforce come from various backgrounds and cultures. Schools simply want to prepare graduates for the 21st century job market.

Seven examples that reveal diversity

Adcoms want to know about the diverse elements of your character and how these have helped you develop particular  personality traits , as well as about any unusual experiences that have shaped you.

Here are seven examples an applicant could write about:

1. They grew up in an environment with a strong emphasis on respecting their elders, attending family events, and/or learning their parents’ native language and culture.

2. They are close to their grandparents and extended family members who have taught them how teamwork can help everyone thrive.

3. They have had to face difficulties that stem from their parents’ values being in conflict with theirs or those of their peers.

4. Teachers have not always understood the elements of their culture or lifestyle and how those elements influence their performance.

5. They have suffered discrimination and succeeded despite it because of their grit, values, and character.

6. 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).

7. They’ve encountered racism or other prejudice (either toward themselves or others) and responded by actively promoting diverse, tolerant values.

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

Your background, influences, religious observances, native 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.

The best-known diversity essay prompt is from the  Common App . It 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 have individual diversity essay prompts. For example, this one is 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.” 

And the  Rice University application includes the following prompt:

“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?”

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

Your answer to a school’s diversity essay 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 ask how you think of diversity or how you will bring or add to the diversity of the school, your chosen profession, or your 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 broadly:

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.

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?

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? 

Read more about this three-part framework in Episode 193 of Accepted’s Admissions Straight Talk podcast or listen wherever you get your favorite podcast s.

Think about each question within this framework and how you could apply your diversity elements to your target school’s classroom or community. Any of these elements can 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 be able to contribute to a school’s diversity!

And please remember, the examples we have offered here are not exhaustive. There are many other ways to show diversity!

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

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

A diversity essay sample

When I was starting 11th 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:

1. The writer comes from “a comfortable, suburban, Wisconsin life,” suggesting that her background might not be ethnically, racially, or in any other way diverse.

2. 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.

3. 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 . This checklist includes more than 30 different ways to think about diversity to jump-start your creative engine.

Dr. Sundas Ali has more than 15 years of experience teaching and advising students, providing career and admissions advice, reviewing applications, and conducting interviews for the University of Oxford’s undergraduate and graduate programs. In addition, Sundas has worked with students from a wide range of countries, including the United Kingdom, the United States, India, Pakistan, China, Japan, and the Middle East. Want Sundas to help you get Accepted? Click here to get in touch! 

Related Resources:

• Different Dimensions of Diversity , podcast Episode 193
• What Should You Do If You Belong to an Overrepresented MBA Applicant Group?
• Fitting In & Standing Out: The Paradox at the Heart of Admissions , a free guide

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6 Medical School Diversity Essay Examples (Ranked Best to Worst!)

Most medical school diversity essay prompts give little away when it comes to helping you with ideas on what to write. Without seeing examples? It’s incredibly difficult to know where to get started!

As a medical student with an undergrad in English, I thought I’d run my eye over some of the web’s popular medical school diversity essay examples.

Ranking these six examples from best to worst, I’ll give a critique of each along the way.

All with the hope of better helping you craft your own diversity essays with a bit more ease and expertise!

Ready to get started? Let’s go.

Want some quick writing tips first? Check out this article;  How To Write An Awesome Diversity Essay In Medical School (5 Quick Tips) .

I’ll be ranking each of these from, what I feel, is the worst to best.

Note : It’s not my intention to be disparaging (having any one of these examples is a huge plus), but rather entertaining. I hope it’ll be fun figuring out what I’d look for if I was part of a Med School Admissions Team!

Medical School Diversity Essay Examples

Make sure you click through the links on each of these essays. Not only does this help give credit to other people’s work, but you’ll also benefit from their own explanations and critique!

6. Diverse Backgrounds – Chronicles of a Medical Student

My father gave me two things when I was young: early exposure to diverse people and a strong desire to learn to work cross-culturally. But the most important thing he taught me was to be a life-long learner through interaction with people from diverse backgrounds. Our house was always a second home for international students studying at nearby universities. I can remember playing Jenga with Russian engineering students or seeing our kitchen taken over by Korean music students. During college, I continued to learn to relate to people from many backgrounds through an internship to Southeast Asia in 2006. I found that humility and a genuine desire to learn about someone’s culture opened doors to relationships that would have remained closed. If students fail to interact with people of different cultures, preferring to cluster where they are comfortable, the benefit of a diverse campus is lost. My cross-cultural experiences have prepared me to learn to embrace ethnic and cultural diversity. – Chronicles of a Medical Student

This is by no means a bad essay – and there’s a lot of personal relevance that shines through – it’s just that it misses the mark a little when it comes to drawing parallels between the past and the future.

Although the student shows they’ve had a range of experiences that’s brought them into contact with diverse peoples and cultures, it doesn’t really answer how this lends itself to medicine.

Personally, I find myself wanting to know more about how these experiences have shaped this person’s desire to become a doctor!

5. Connecting Through Cultures – BeMo

I am extremely fortunate to have a strong connection to my roots. Spending time in Italy throughout my life has allowed me to see how the ideology of this culture differs from that in the United States. The Italian society is often marred by the stereotype that they are lazy, or not willing to work. I believe that if one truly sees the society from an objective lens, they will see a society that derives their happiness less from material objects and more from love and companionship. Resultantly, there is a monumental emphasis placed on the health and well-being of others. There is always time for a family meal, a coffee with a friend, or an evening walk to clear one’s mind. Growing up my family always made sure everyone had enough to eat, and someone to talk to. I believe in this ideology and view the healthcare field as the opportunity to help others live a full, and fruitful life pursuing their own happiness. Throughout my life, healthcare professionals have consistently given my loved ones the ability to live autonomously and be present in my life. It is a service and a gift that they have given me and a gift I wish to spend my life giving others. My culture, upbringing, and life experiences have fostered my desire to purse medicine and my holistic approach to life. I will bring these elements of empathy and holistic care not only as a training physician, but as a fellow classmate who is there for others through the rigors of medical school.  – BeMo

There’s a lot to like about this essay, especially the way they talk about a different culture (Italy) and how it fuels that desire to become a physician.

Where I feel it could be lacking is in drawing upon specific experiences (extracurriculars) diverse enough to pair well with an application.

They perhaps waste the second paragraph a little by repeating a similar sentiment; “a desire to pursue medicine and a holistic approach to life.”

It’s maybe just a bit too unspecific and uncreative.

4. Sharing Passions – Shemassian Consulting

There are many things a girl could be self-conscious about growing up, such as facial hair, body odor, or weight gain. Growing up with a few extra pounds than my peers, I was usually chosen last for team sports and struggled to run a 10-minute mile during P.E. classes. As I started to despise school athletics, I turned towards other hobbies, such as cooking and Armenian dance, which helped me start anew with a healthier lifestyle. Since then, I have channeled my passions for nutrition and exercise into my volunteering activities, such as leading culinary workshops for low-income residents of Los Angeles, organizing community farmer’s markets, or conducting dance sessions with elderly patients. I appreciate not only being able to bring together a range of people, varying in age, socioeconomic status, and ethnicity, but also helping instill a sense of confidence and excitement that comes with making better lifestyle decisions. I have enjoyed encouraging kids in the inner city to combat similar issues of weight gain and low self-esteem through after-school gardening and physical activity lessons. Now, I hope to share my love for culinary nutrition and fitness with fellow medical students at UCLA. As students, we can become better physicians by passing on health and nutrition information to future patients, improving quality of life for ourselves and others. – Shemassian Consulting

This is an example of just how creative you can get when it comes to essay writing – especially when you might not consider yourself “typically diverse” too!

The experiences of this applicant are ones that most of us, growing up in the West, are familiar with. Yet they expertly turn these “standard problems” into something personal that communicates to the reader why they got involved with volunteering and community projects in the first place (i.e. not just because med school admissions teams told them they had to!)

Even if the bottom line is a little generic; “passing on health and nutrition information to future patients”; it’s that honesty at the beginning that makes it seem like a genuine essay.

The way it addresses the school specifically is another nice touch.

3. Multiple Identities – Motivate MD

In Peace Corps training, we learned a metaphor for our service.  If our home, America, was a circle, our new community could be described as a square. We, as volunteers, were triangles. The point? We were part of each; not quite one, nor the other, but able to recognize both as valid ways of being. Most of us have multiple identities. I also bring practice of inhabiting the middle; the boat in a channel between islands. In one of my favorite novels, Ann Patchett’s Bel Canto, the story of international diplomats held hostage at a party, the translator plays a central role. It is he who must interpret and communicate; give voice to space between characters. As a Returned Peace Corps Volunteer, oldest child, and part of a mixed-race family, I’ve had many opportunities to translate; on behalf of my siblings (to my parents), my parents (to my siblings), Belizean villagers, & others in my health advocacy work. My “triangular” identity helps me approach problems differently. _______Medical School is a place for visionary thinking; a community of innovators. I want to be part of curiosity-driven inquiry; translating differences & supporting evidence based solutions to health problems. I see my role as one that can only be attempted through willingness to understand others. My greatest contribution to the medical school community at _________will be my ability to stand in two places, ears & heart open, facilitating dialogue & sharing my perspective from a place of collaborative appreciation. Growth cannot occur in a silo. It begins in learning from & with other people, recognizing the value of all identities. – Motivate MD

This is a really awesome example that’s formatted perfectly.

Compact, punchy, and making great use of metaphor, this does so many right things when it comes to putting together a strong diversity essay.

What I like most about it is the way it plays on the cultural background of the applicant to explain how they will contribute to the school’s community moving forward.

This is a really important thing to consider!

But what’s also neat is the way they link reading and literature to their own cross-cultural role. That’s a nice creative flourish.

2. Diversity Through Faith – University of Pittsburgh School of Medicine

In the sweating discomfort of the summertime heat, I walked through Philadelphia International Airport with several overweight bags, tired eyes, and a bad case of Shigella. Approaching Customs, I noticed the intensity and seriousness on the faces of the customs officers whose responsibility were to check passports and question passengers. As I moved closer to the front of the line, I noticed someone reading a foreign newspaper. The man was reading about the Middle Eastern conflict, a clash fueled by religious intolerance. What a sharp contrast to Ghana, I thought. I had just spent three weeks in Ghana. While there I worked, studied their religions, ate their food, traveled and contracted malaria. Despite all of Ghana’s economic hardships, the blending of Christianity, Islam, and traditional religion did not affect the health of the country. When I reached the front of the line, the customs officer glanced at my backpack and with authoritative curiosity asked me, “What are you studying?” I responded in a fatigued, yet polite voice, “Religious studies with a pre-med track.” Surprised, the officer replied rhetorically, “Science and religion, interesting, how does that work?” This was not the first time I had encountered the bewildered facial expression or this doubtful rhetorical question. I took a moment to think and process the question and answered, “With balance.” Throughout my young life I have made an effort to be well-rounded, improve in all facets of my personal life, and find a balance between my personal interests and my social responsibility. In my quest to understand where I fit into society, I used service to provide a link between science and my faith. Science and religion are fundamentally different; science is governed by the ability to provide evidence to prove the truth while religion’s truth is grounded on the concept of faith. Physicians are constantly balancing the reality of a person’s humanity and the illness in which they are caring for. The physicians I have found to be most memorable and effective were those who were equally as sensitive and perceptive of my spirits as they were of my symptoms. Therefore, my desire to become a physician has always been validated, not contradicted by my belief system. In serving, a person must sacrifice and give altruistically. When one serves they sacrifice their self for others benefit. Being a servant is characterized by leading by example and striving to be an advocate for equity. As a seventh grade math and science teacher in the Philadelphia public school system, everyday is about sacrifice and service. I sacrifice my time before, during and after-school; tutoring, mentoring and coaching my students. I serve with vigor and purpose so that my students can have opportunities that many students from similar backgrounds do not have. However, without a balance my effectiveness as a teacher is compromised. In February, I was hospitalized twice for a series of asthma attacks. Although I had been diagnosed with asthma, I had not had an attack since I was in middle school. Consequently, the physicians attributed my attacks to high stress, lack of sleep, and poor eating habits. It had become clear to me that my unrelenting drive to provide my students with a sound math and science education without properly balancing teaching and my personal life negatively impacted my ability to serve my students. I believe this experience taught me a lesson that will prove to be invaluable as a physician. Establishing an equilibrium between my service and my personal life as a physician will allow me to remain connected to the human experience; thus enabling me to serve my patients with more compassion and effectiveness. Throughout my travels and experiences I have seen the unfortunate consequences of not having equitable, quality health care both domestically and abroad. While many take having good health for granted, the financial, emotional, mental, and physical effects illnesses have on individuals and families can have a profound affect on them and the greater society. Illness marks a point in many people’s lives where they are most vulnerable, thus making a patient’s faith and health care providers vital to their healing process. My pursuit to blend the roles of science and religion formulate my firm belief that health care providers are caretakers of God’s children and have a responsibility to all of humanity. Nevertheless, I realize my effectiveness and success as a physician will be predicated mostly on my ability to harmonize my ambition with my purpose. Therefore, I will always answer bewildered looks with the assurance that my faith and my abilities will allow me to serve my patients and achieve what I have always strived for and firmly believe in, balance. – University of Pittsburgh School of Medicine

First things first, you’re incredibly unlikely to get the chance to write this much for a diversity essay.

Most of the prompts you’ll see from med schools are in the 500 words range. As evidenced in the following article…

Related : Medical School Diversity Essay Prompts (21 Examples)

What I love about this example here however is the narrative. This essay really paints a picture. And has an awesome hook in its opening about the writer experiencing shigellosis!

Other things it does excellently include discussing diverse experiences (teaching, preaching, illness, etc.) and showing a firm understanding of the roles doctors play across societies and cultures.

It shows real passion and drive, as well as someone struggling on a more personal level to make sense of their own journey.

I imagine this would stand out well from the crowd.

1. Exploring Narratives – Morgan (The Crimson)

I started writing in 8th grade when a friend showed me her poetry about self-discovery and finding a voice. I was captivated by the way she used language to bring her experiences to life. We began writing together in our free time, trying to better understand ourselves by putting a pen to paper and attempting to paint a picture with words. I felt my style shift over time as I grappled with challenges that seemed to defy language. My poems became unstructured narratives, where I would use stories of events happening around me to convey my thoughts and emotions. In one of my earliest pieces, I wrote about a local boy’s suicide to try to better understand my visceral response. I discussed my frustration with the teenage social hierarchy, reflecting upon my social interactions while exploring the harms of peer pressure. In college, as I continued to experiment with this narrative form, I discovered medical narratives. I have read everything from Manheimer’s Bellevue to Gawande’s Checklist and from Nuland’s observations about the way we die to Kalanithi’s struggle with his own decline. I even experimented with this approach recently, writing a piece about my grandfather’s emphysema. Writing allowed me to move beyond the content of our relationship and attempt to investigate the ways time and youth distort our memories of the ones we love. I have augmented these narrative excursions with a clinical bioethics internship. In working with an interdisciplinary team of ethics consultants, I have learned by doing by participating in care team meetings, synthesizing discussions and paths forward in patient charts, and contributing to an ongoing legislative debate addressing the challenges of end-of-life care. I have also seen the ways ineffective intra-team communication and inter-personal conflicts of beliefs can compromise patient care. By assessing these difficult situations from all relevant perspectives and working to integrate the knowledge I’ve gained from exploring narratives, I have begun to reflect upon the impact the humanities can have on medical care. In a world that has become increasingly data-driven, where patients can so easily devolve into lists of numbers and be forced into algorithmic boxes in search of an exact diagnosis, my synergistic narrative and bioethical backgrounds have taught me the importance of considering the many dimensions of the human condition. I am driven to become a physician who deeply considers a patient’s goal of care and goals of life. I want to learn to build and lead patient care teams that are oriented toward fulfilling these goals, creating an environment where family and clinician conflict can be addressed efficiently and respectfully. Above all, I look forward to using these approaches to keep the person beneath my patients in focus at each stage of my medical training, as I begin the task of translating complex basic science into excellent clinical care – Morgan, Harvard Med Matriculant; The Crimson

You can see why this student successfully made it into Harvard Med!

Again, they tell a story. They hook us in curiously with a statement that we want to know the answer to. And we continue reading while the greater narrative unfurls.

What this example does perfectly is interweaving the personal with the playful while showing a diversity of thought (writing about a local boy’s suicide etc) and a commitment to expanding her perspective.

Showing (not telling) how this pastime has enriched her staple extracurriculars (internships, research, clinical experience, etc.), it shows real thought as to the future of medicine and exactly where this future physician wants to take it.

The level of detail and specificity shows that she’s really thought about how she wants to develop her career based on her existing clinical experience.

This is the type of diversity essay I’d aspire to write!

Final Thoughts

Hopefully, in ranking these examples and discussing their finer points, you have some better ideas about how you might want to approach writing your own diversity essays.

While it’s impossible to really comment on the appropriateness of each example, namely because we don’t know the exact prompt, they still give plenty of food for thought.

Just remember to follow your own prompts where possible, and make sure to go over your school’s mission statements to help tailor your own essays.

I’m pretty confident you can write essays as effective as these!

Related Articles

• How To Conclude Your Medical School Personal Statement

Born and raised in the UK, Will went into medicine late (31) after a career in journalism. He’s into football (soccer), learned Spanish after 5 years in Spain, and has had his work published all over the web. Read more .

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• How to Write a Diversity Essay | Tips & Examples

How to Write a Diversity Essay | Tips & Examples

Published on November 1, 2021 by Kirsten Courault . Revised on May 31, 2023.

Table of contents

What is a diversity essay, identify how you will enrich the campus community, share stories about your lived experience, explain how your background or identity has affected your life, other interesting articles, frequently asked questions about college application essays.

Diversity essays ask students to highlight an important aspect of their identity, background, culture, experience, viewpoints, beliefs, skills, passions, goals, etc.

Diversity essays can come in many forms. Some scholarships are offered specifically for students who come from an underrepresented background or identity in higher education. At highly competitive schools, supplemental diversity essays require students to address how they will enhance the student body with a unique perspective, identity, or background.

In the Common Application and applications for several other colleges, some main essay prompts ask about how your background, identity, or experience has affected you.

Why schools want a diversity essay

Many universities believe a student body representing different perspectives, beliefs, identities, and backgrounds will enhance the campus learning and community experience.

Admissions officers are interested in hearing about how your unique background, identity, beliefs, culture, or characteristics will enrich the campus community.

Through the diversity essay, admissions officers want students to articulate the following:

• What makes them different from other applicants
• Stories related to their background, identity, or experience
• How their unique lived experience has affected their outlook, activities, and goals

Prevent plagiarism. Run a free check.

Think about what aspects of your identity or background make you unique, and choose one that has significantly impacted your life.

For some students, it may be easy to identify what sets them apart from their peers. But if you’re having trouble identifying what makes you different from other applicants, consider your life from an outsider’s perspective. Don’t presume your lived experiences are normal or boring just because you’re used to them.

Some examples of identities or experiences that you might write about include the following:

• Race/ethnicity
• Gender identity
• Sexual orientation
• Nationality
• Socioeconomic status
• Immigration background
• Religion/belief system
• Place of residence
• Family circumstances
• Extracurricular activities related to diversity

Include vulnerable, authentic stories about your lived experiences. Maintain focus on your experience rather than going into too much detail comparing yourself to others or describing their experiences.

Keep the focus on you

Tell a story about how your background, identity, or experience has impacted you. While you can briefly mention another person’s experience to provide context, be sure to keep the essay focused on you. Admissions officers are mostly interested in learning about your lived experience, not anyone else’s.

When I was a baby, my grandmother took me in, even though that meant postponing her retirement and continuing to work full-time at the local hairdresser. Even working every shift she could, she never missed a single school play or soccer game.

She and I had a really special bond, even creating our own special language to leave each other secret notes and messages. She always pushed me to succeed in school, and celebrated every academic achievement like it was worthy of a Nobel Prize. Every month, any leftover tip money she received at work went to a special 509 savings plan for my college education.

When I was in the 10th grade, my grandmother was diagnosed with ALS. We didn’t have health insurance, and what began with quitting soccer eventually led to dropping out of school as her condition worsened. In between her doctor’s appointments, keeping the house tidy, and keeping her comfortable, I took advantage of those few free moments to study for the GED.

In school pictures at Raleigh Elementary School, you could immediately spot me as “that Asian girl.” At lunch, I used to bring leftover fun see noodles, but after my classmates remarked how they smelled disgusting, I begged my mom to make a “regular” lunch of sliced bread, mayonnaise, and deli meat.

Although born and raised in North Carolina, I felt a cultural obligation to learn my “mother tongue” and reconnect with my “homeland.” After two years of all-day Saturday Chinese school, I finally visited Beijing for the first time, expecting I would finally belong. While my face initially assured locals of my Chinese identity, the moment I spoke, my cover was blown. My Chinese was littered with tonal errors, and I was instantly labeled as an “ABC,” American-born Chinese.

I felt culturally homeless.

Speak from your own experience

Highlight your actions, difficulties, and feelings rather than comparing yourself to others. While it may be tempting to write about how you have been more or less fortunate than those around you, keep the focus on you and your unique experiences, as shown below.

I began to despair when the FAFSA website once again filled with red error messages.

I had been at the local library for hours and hadn’t even been able to finish the form, much less the other to-do items for my application.

I am the first person in my family to even consider going to college. My parents work two jobs each, but even then, it’s sometimes very hard to make ends meet. Rather than playing soccer or competing in speech and debate, I help my family by taking care of my younger siblings after school and on the weekends.

“We only speak one language here. Speak proper English!” roared a store owner when I had attempted to buy bread and accidentally used the wrong preposition.

In middle school, I had relentlessly studied English grammar textbooks and received the highest marks.

Leaving Seoul was hard, but living in West Orange, New Jersey was much harder一especially navigating everyday communication with Americans.

After sharing relevant personal stories, make sure to provide insight into how your lived experience has influenced your perspective, activities, and goals. You should also explain how your background led you to apply to this university and why you’re a good fit.

Include your outlook, actions, and goals

Conclude your essay with an insight about how your background or identity has affected your outlook, actions, and goals. You should include specific actions and activities that you have done as a result of your insight.

One night, before the midnight premiere of Avengers: Endgame , I stopped by my best friend Maria’s house. Her mother prepared tamales, churros, and Mexican hot chocolate, packing them all neatly in an Igloo lunch box. As we sat in the line snaking around the AMC theater, I thought back to when Maria and I took salsa classes together and when we belted out Selena’s “Bidi Bidi Bom Bom” at karaoke. In that moment, as I munched on a chicken tamale, I realized how much I admired the beauty, complexity, and joy in Maria’s culture but had suppressed and devalued my own.

The following semester, I joined Model UN. Since then, I have learned how to proudly represent other countries and have gained cultural perspectives other than my own. I now understand that all cultures, including my own, are equal. I still struggle with small triggers, like when I go through airport security and feel a suspicious glance toward me, or when I feel self-conscious for bringing kabsa to school lunch. But in the future, I hope to study and work in international relations to continue learning about other cultures and impart a positive impression of Saudi culture to the world.

The smell of the early morning dew and the welcoming whinnies of my family’s horses are some of my most treasured childhood memories. To this day, our farm remains so rural that we do not have broadband access, and we’re too far away from the closest town for the postal service to reach us.

Going to school regularly was always a struggle: between the unceasing demands of the farm and our lack of connectivity, it was hard to keep up with my studies. Despite being a voracious reader, avid amateur chemist, and active participant in the classroom, emergencies and unforeseen events at the farm meant that I had a lot of unexcused absences.

Although it had challenges, my upbringing taught me resilience, the value of hard work, and the importance of family. Staying up all night to watch a foal being born, successfully saving the animals from a minor fire, and finding ways to soothe a nervous mare afraid of thunder have led to an unbreakable family bond.

Our farm is my family’s birthright and our livelihood, and I am eager to learn how to ensure the farm’s financial and technological success for future generations. In college, I am looking forward to joining a chapter of Future Farmers of America and studying agricultural business to carry my family’s legacy forward.

Tailor your answer to the university

After explaining how your identity or background will enrich the university’s existing student body, you can mention the university organizations, groups, or courses in which you’re interested.

Maybe a larger public school setting will allow you to broaden your community, or a small liberal arts college has a specialized program that will give you space to discover your voice and identity. Perhaps this particular university has an active affinity group you’d like to join.

Demonstrating how a university’s specific programs or clubs are relevant to you can show that you’ve done your research and would be a great addition to the university.

At the University of Michigan Engineering, I want to study engineering not only to emulate my mother’s achievements and strength, but also to forge my own path as an engineer with disabilities. I appreciate the University of Michigan’s long-standing dedication to supporting students with disabilities in ways ranging from accessible housing to assistive technology. At the University of Michigan Engineering, I want to receive a top-notch education and use it to inspire others to strive for their best, regardless of their circumstances.

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

• How to end an email
• Ms, mrs, miss
• How to start an email
• I hope this email finds you well
• Hope you are doing well

 Parts of speech

• Personal pronouns
• Conjunctions

In addition to your main college essay , some schools and scholarships may ask for a supplementary essay focused on an aspect of your identity or background. This is sometimes called a diversity essay .

Many universities believe a student body composed of different perspectives, beliefs, identities, and backgrounds will enhance the campus learning and community experience.

Admissions officers are interested in hearing about how your unique background, identity, beliefs, culture, or characteristics will enrich the campus community, which is why they assign a diversity essay .

To write an effective diversity essay , include vulnerable, authentic stories about your unique identity, background, or perspective. Provide insight into how your lived experience has influenced your outlook, activities, and goals. If relevant, you should also mention how your background has led you to apply for this university and why you’re a good fit.

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Step by Step Guide To Write a Diversity Essay (Examples + Analysis)

What is a Diversity essay? 

First, let’s understand the diversity question in a school application, and more significantly, what is the value when applying to leading programs and universities?

A diversity essay is an essay that inspires applicants with minority backgrounds, unique experiences, special education, or bizarre family histories to write about how these factors will contribute to the diversity of their target school’s class and community.

Several schools have a supplemental essay prompt that requires students to speculate on their experiences and show how those experiences would enable them to add to the diversity of a college community.

For example, let’s look at Duke’s optional* diversity prompt:

(Optional) Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you’d like to share a perspective you bring or experiences you’ve had to help us understand you better-perhaps related to a community you belong to, your sexual orientation or gender identity, or your family or cultural background we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke. (250-word limit)

*While this prompt is optional, our team would not recommend you to treat this prompt as optional —it’s a huge opportunity to help yourself stand out from other candidates. 

Or Caltech’s:

The process of discovery best advances when people from various backgrounds, experiences, and perspectives come together. How do you see yourself contributing to the diversity of Caltech's community? (Your response should range between 250-400 words.)

So, the question is, why do universities ask variations of this question? At the risk of repeating the above, universities appreciate a diverse student body for several reasons. 

One reason is the notion that a solid education includes encountering values, faiths, and perspectives that are different from your own (Caltech makes this fairly straightforward in its prompt mentioned above). 

Many academic fields, from marketing to history to medicine, are day by day realizing how diversity empowers creativity and understanding. The diversity essay is also another opportunity to show how you and a college fit together. 

One general is what exactly schools mean by “diversity.” While it can indicate things like religion, faith, ethnicity, or sexuality, those can be solid topics to write about, and diversity is limited. 

Open your mind, and then think—what perspective will you bring to college, particularly one that others cannot? 

How can you show that you add diversity?

If you are an immigrant to the U.S. or born to immigrants or someone whose ethnicity is a minority in the U.S., you may find your answer to this question crucial to your application effort. Why? Because you can use it to prove how your background will add to the mix of viewpoints at the program you are applying to.

Of course, if you’re not an under-represented minority and don’t fall into one of those categories, that doesn’t mean that you don’t have anything to write about.

If you are applying to a school and have an unusual or unique experience to share, like serving in the military, becoming part of a dance troupe, or caring for a disabled relative, use your knowledge to convey how you will bring diverse school’s campus.

You could be the first member of your family to apply to college;  you could have struggle your way through college, worked hard in poverty, or raised your siblings.

Diversity is not limited to one’s religion, culture, language, ethnicity, or sexual orientation. It’s an element of your identity that distinguishes you from others.

Going further, let’s talk about some

Do’s and Don’ts

Some do’s: .

- Think about how this helps the admission committee to understand more about who you are.

- Think about several ways you’re distinct from other people.

In numerous ways, you can approach diversity essays like you do “ community” prompts. 

To save some time and effort, consider writing a combined essay that can be used for prompts that think community and focus on diversity. 

Try to think in terms of identity and perspective (which often align with communities).

Some don’ts

- As I mentioned earlier, don’t assume that “difference” only applies to culture or social class.

There are numerous ways to define “difference.”

 - At all costs, avoid privilege clichés.

A common essay on diversity is like this: The writer watches a person on a street or bus, or train. They see the person, whose skin is of a different color than theirs, wears torn clothes or worn-out shoes. The writer expresses a feeling of disgrace and gratitude for their privileged position. They either help the person somehow and feel good, but also bad, or just neglect the person and feel bad or don’t feel anything. These kinds of stories have several problems: 

• In such a situation, the interaction is minimum, so compelling insights are improbable to occur. As a result, diversity essays often end up displaying a common theme along the lines of “I realized I have so much to be grateful for.”
• It’s crucial to come to recognize privilege. But understanding privilege in an essay like this runs the danger of showcasing blunt negative qualities.

One important thing to do is link the values you’ve developed 

Help readers see how these factors of diversity have shaped your values and insights. 

Step by step process to write the “Diversity” Essay 

Let’s look at two simple approaches for how you can write your diversity essay:

• If you belong to a community that embraces how you’ll contribute to the diversity of the campus, you can create your essay around your engagement with that community. 
• And, if there’s individuality or perspective that represents the diversity you’ll bring to campus, you can work on that also. 

1. First is the “Community” approach 

Step 1: Prepare a “communities” chart by posting all communities you’re a part of. Remember that communities can be defined by ...

• Place: Crowds of people who live, work, and have leisure time near one another
• Action: Crowds of people who bring change in the world by building, doing, or solving something together (Examples: Black Lives Matter, March for Our Lives)
• Interest: Associations coming together based on similar interests, skills, events, experiences, or expertise
• Circumstance: Gatherings brought together either by chance or external emergencies/situations

Step 2: Once you’ve picked a community, use the following exercise to develop your essay content. 

• What did you do in that community? (Important Tip: You can use active verbs like “designed” and “directed” to clarify your responsibilities.)
• What kinds of difficulties/ problems did you solve?
• What particular impact did you have?
• What did you learn (your skills, characteristics, values)? 
• How did you implement the lessons you learned in that community?

Don’t skip that step. It’s significant: it’s easy for students to write just so-so community essays if they don’t take the time to brainstorm specific content.

Step 3: Pick a structure (Narrative or montage).

Narrative Structure works fine for students who have faced a challenge in this community. Otherwise, you can use Montage Structure.

If you choose Narrative, you have to focus on answering the following three-question Structure: 

• What challenges did you face?
• How did you overcome those challenges?  
• What did you learn?

Go with the Montage Structure if you want to approach essays that don’t necessarily focus on a particular challenge.

2. Second is the Identity/Perspective approach 

List out diverse ways in which you identify. Again, think with an open mind. Here an open mind approach is much needed. For example, "I'm a ... writer, rock lover, Indian, dancer, feminist, etc." Try to name as many identities as you think you are. 

Then, in short, describe how these identities reveal different versions of you.

Is there an identity you haven’t spoken about so far in your application that's very important to you, or maybe one you've had a hard time with? If so, what have you found stimulating about it?

Regarding perspective: Talk about some unique experiences that have shaped you. For example, have your values clash with your family’s in complicated ways? Have you been raised differently? What has molded how you see the world and your role in it? (Remember that this can lead to excellent essays, but is a little harder, as “perspective” is a more abstract thing than “identity” or “community.”)

Again, Montage or Narrative Structure can work here.

Option for both approaches: As your prompt and its word count, think about adding some “Why us?” elements to the end of your diversity essay—even if the prompt doesn’t ask you to.

How you’ll contribute to the diversity on campus? Are there groups or communities that allow you to continue what you’ve already done? Or are you planning to start an organization? Express to your reader that you have got an idea about how you want to engage with the school community.

Diversity Essay Example 1

Let’s look at an example that takes the “community” approach:

When I joined the Durham Youth Commission, a group of students chosen to represent youth interests within local government, I met Miles. Miles told me his cousin’s body had been stuffed into the trunk of a car after he was killed by a gang. After that, my notion of normal would never be the same. 

A melting pot of ideologies, skins, socio-economic classes, faiths, and educations, the DYC is a unique collaborative enterprise. Each member adds to our community’s network of stories, that weave, bump, and diverge in unexpected ways. Miles talked about his cousin’s broken body, Witnessa educated us about “food deserts,” supervisor Evelyn Scott explained that girls get ten-day school suspensions for simply stepping on another student’s sneakers, and I shared how my family’s blending of Jewish tradition and Chinese culture bridges disparate worlds. As a person who was born in Tokyo, lived in London and grew up in the South, I realize difference doesn’t have to be an obstacle to understanding. My ability to listen empathetically helped us envision multifaceted solutions to issues facing 21st-century youth. 

My experience in this space of affirmation and engagement has made me a more thoughtful person and listener. I want to continue this effort and be the woman who both expands perspectives and takes action after hearing people’s stories. Reconciling disparate lifestyles and backgrounds in the Commission has prepared me to become a compassionate leader, eager to both expand perspectives and take collaborative action. 

Tips and Analysis

• Hook us, then keep us: We find that hook jolting every time we read i. But that’s the reason it’s effective. So while your hook doesn’t have to be as shocking and mysterious as this one, always spend some time researching options for ways to hook your reader. While the hook does a great job of hooking us, the body does a great job of keeping us engaged.

We get to see how the writer has explored various perspectives, making space for others to share, and tried to establish understanding by offering her own. The insights she gives are quick but effective, and she transitions perfectly into concentrating on how diversity has shaped her, and how she wants to continue engaging and participating in the future.

• Show your engagement: The way she described the final paragraph could be set depending on the phrasing of the prompt—some schools clearly ask how you’ll contribute to diversity on campus. For these prompts, remember to add some “why us”-like details, showing that you’ve found associations and opportunities at the school that inspires you. 
• Save yourself time: Use this essay for various prompts which ask about things like diversity or community, saving her hours of writing. As you brainstorm for your diversity prompts, think about how you can write one essay that can be used for all of them (with needed revisions to fit the prompt’s phrasing and word count).

Diversity Essay Example 2 (with analysis in the essay)

This one focuses more on perspective:

My whole family sits around the living room on a lazy Sunday afternoon when we suddenly hear sirens. Lots of sirens. Everyone stops. My dad peers out the window, trying to get a glimpse of the highway. My mom gets up and goes to the phone. After a few stressful rings, the person on the other line answers. My mom bursts out, “Is Josh ok?”

Great hook! We’re engaged by the questions this essay raises. Is Josh ok? Who is this Josh? Why are there is a lot of sirens?

Josh is my fourteen-year-old cousin, and he lives less than a mile from my house. Whenever we hear sirens, my mom will give their house a call or shoot my aunt a text, just in case. Josh was born with a syndrome that affected the formation of the bones of his head and face. As a result, his hearing, vision, breathing, and some of his brain structures are compromised. He’s unable to do athletics, his tracheostomy always provides a possibility of disaster, and an unwieldy head brace used to grace his head.

Here the writer gives context by describing who Josh is. He also defines “difference” with a few particular details.

Living so close to Josh, we have had the opportunity to interact daily. We go on vacations together, I drive Josh to school twice a week, at every holiday we either go down to their house or they come up to my family’s house, we play wiffle ball in the yard behind their house. One of my favorite activities is board games with him—Risk, Monopoly, Settlers of Catan, we play it all. Last Christmas, there were endless laughs when prompted by our fathers’ nostalgia, we constructed a slot car track and raced those miniature cars around tight turns and short straightaways. This game was perfect for Josh, as he could stay in a comfortable seat and still experience the speed and excitement that he is usually barred from.

In this section, the writer shows us how close he is to Josh, and the final sentence shows his sympathy and feeling. 

It goes without saying that Josh has not had an easy childhood. He has had to fight for his life in the hospital when his peers were learning how to multiply and divide in school or playing capture the flag on the beach. A large portion of his childhood has been arbitrarily taken from him. That is most obviously unfair.

Value: Empathy

At our high school, I see Josh every day walking from the second period to the third period, and every day I say hello and have a small conversation with him. One day I was walking with a few of my friends when I stopped to talk with him. During the conversation, I made a little joke at Josh’s expense. It wasn’t at all relating to his disability, but to something completely independent of that—specifically, his Instagram habits. My friends were horrified and chastised me as they saw it appropriate.

He’s setting up for the end and also raised a question: Why did he make the joke at Josh’s expense?

My friends didn’t understand. He is not some extremely delicate dandelion who falls apart at every breath that causes a slightly adverse situation. Everywhere he goes, he’s the most popular guy in the room; people flock to him, surround him, pity him, overwhelm him. All Josh wants is to be treated like any other person. He is my cousin, and he is my friend, so I treat him as such. We joke we make fun of each other, just as any other two friends do.

Insight! The writer treats Josh as he would treat any of his friends—like a normal human being.

Josh has proved to me that people with disabilities are exactly that—people. As if that needed proving. But it’s something that is too easily forgotten. It’s hard to see anything except the handicap. A person’s wheelchair or white cane inevitably trumps any other characteristic. It’s a natural human reaction, but it too often leads to the dehumanizing of disabled people. One of my favorite people on Earth has lived a life of disability. And he plays a mean game of Monopoly.

In the end, he connects the dots and provides a bit more understanding: Treating people differently because of their disability can be degrading.                          

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Changing Faces: Immigrants and Diversity in the Twenty-First Century

Subscribe to this week in foreign policy, audrey singer and as audrey singer james m. lindsay jml james m. lindsay.

June 1, 2003

Herman Melville exaggerated 160 years ago when he wrote, “You cannot spill a drop of American blood without spilling the blood of the world.” However, the results of the 2000 Census show that his words accurately describe the United States of today. Two decades of intensive immigration are rapidly remaking our racial and ethnic mix. The American mosaic—which has always been complex—is becoming even more intricate. If diversity is a blessing, America has it in abundance.

But is diversity a blessing? In many parts of the world the answer has been no. Ethnic, racial, and religious differences often produce violence—witness the disintegration of Yugoslavia, the genocide in Rwanda, the civil war in Sudan, and the “Troubles” in Northern Ireland. Against this background the United States has been a remarkable exception. This is not to say it is innocent of racism, bigotry, or unequal treatment—the slaughter of American Indians, slavery, Jim Crow segregation, and the continuing gap between whites and blacks on many socioeconomic indicators make clear otherwise. However, to a degree unparalleled anywhere else, America has knitted disparate peoples into one nation. The success of that effort is visible not just in America’s tremendous prosperity, but also in the patriotism that Americans, regardless of their skin color, ancestral homeland, or place of worship, feel for their country.

America has managed to build one nation out of many people for several reasons. Incorporating newcomers from diverse origins has been part of its experience from the earliest colonial days—and is ingrained in the American culture. The fact that divisions between Congregationalists and Methodists or between people of English and Irish ancestry do not animate our politics today attests not to homogeneity but to success—often hard earned—in bridging and tolerating differences. America’s embrace of “liberty and justice for all” has been the backdrop that has promoted unity. The commitment to the ideals enshrined in the Declaration of Independence gave those denied their rights a moral claim on the conscience of the majority—a claim redeemed most memorably by the civil rights movement. America’s two-party system has fostered unity by encouraging ethnic and religious groups to join forces rather than build sectarian parties that would perpetuate demographic divides. Furthermore, economic mobility has created bridges across ethnic, religious, and racial lines, thereby blurring their overlap with class divisions and diminishing their power to fuel conflict.

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How to Write a Diversity Essay: 4 Key Tips

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 .

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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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The Integration of Immigrants into American Society (2015)

Chapter: summary.

The United States prides itself on being a nation of immigrants, and the nation has a long history of successfully absorbing people from across the globe. The successful integration of immigrants and their children contributes to economic vitality and to a vibrant and ever-changing culture. Americans have offered opportunities to immigrants and their children to better themselves and to be fully incorporated into U.S. society, and in exchange immigrants have become Americans —embracing an American identity and citizenship, protecting the United States through service in its military, fostering technological innovation, harvesting its crops, and enriching everything from the nation’s cuisine to its universities, music, and art.

2015 marked the 50th anniversary of the passage of the Immigration Act of 1965, which began the most recent period of mass immigration to the United States. This act abolished the restrictive quota system of the 1920s and opened up legal immigration to all the countries in the world, helping to set the stage for a dramatic increase in immigration from Asia, Africa, Latin America, and the Caribbean. At the same time, it limited the numbers of legal immigrants coming from countries in the Western Hemisphere, thus establishing restrictions on immigrants across the U.S. southern border and setting the stage for the rise in undocumented border crossers. Although the Immigration Act of 1965 exemplified the progressive ideals of the 1960s, the system it engendered may also hinder some immigrants’ and their descendants’ prospects for integration.

Today, the 41 million immigrants in the United States represent 13.1 percent of the U.S. population. The U.S.-born children of immigrants, the

second generation, represent another 37.1 million people, or 12 percent of the population. Thus, together the first and second generations account for one out of four members of the U.S. population. Whether they are successfully integrating is therefore a pressing and important question.

To address this question, the Panel on the Integration of Immigrants into American Society was charged with (1) summarizing what is known about how immigrants and their descendants are integrating into American society; (2) discussing the implications of this knowledge for informing various policy options; and (3) identifying any important gaps in existing knowledge and data availability. Another panel appointed under the National Academies of Sciences, Engineering, and Medicine will be publishing its final report later this year; that report will examine the economic and fiscal impacts of immigration and present projections of immigration and of related economic and fiscal trends in the future. That report will complement but does not overlap with this panel’s work on immigrant integration.

The panel defines integration as the process by which members of immigrant groups and host societies come to resemble one another. That process, which has both economic and sociocultural dimensions, begins with the immigrant generation and continues through the second generation and beyond. The process of integration depends upon the participation of immigrants and their descendants in major social institutions such as schools and the labor market, as well as their social acceptance by other Americans. Greater integration implies movement toward parity of critical life opportunities with the native-born American majority. Integration may make immigrants and their children better off and in a better position to fully contribute to their communities, which is no doubt a major objective for the immigrants themselves. If immigrants come to the United States with very little education and become more like native-born Americans by getting more education, they are considered more integrated. They are also considered better off, because more education improves their well-being. However, integration does not always improve well-being. For example, immigrants on average come to the United States with better health than native-born Americans, but as they integrate in other ways, they also become less healthy. Therefore, their well-being (as measured by health) declines. So, to the extent that available data allow, the panel measured two separate dimensions of change—integration and well-being. The first dimension, integration, speaks to whether immigrants and the native-born become more like one another; the second dimension, well-being, examines whether immigrants are better or worse off over time.

Integration is a two-way process: it happens both because immigrants experience change once they arrive and because native-born Americans change in response to immigration. The process of integration takes time, and the panel measured the process in two ways: for the first generation,

by examining what happens in the time since arrival; for the second and third generations—the children and grandchildren of immigrants—by comparisons across generations.

PATTERNS OF INTEGRATION

Overall, the panel found that current immigrants and their descendants are integrating into U.S. society. This report documents the course and extent of integration, and the report’s chapters draw 18 formal conclusions with regard to integration. Across all measurable outcomes, integration increases over time, with immigrants becoming more like the native-born with more time in the country, and with the second and third generations becoming more like other native-born Americans than their parents were.

For the outcomes of educational attainment, income, occupational distribution, living above the poverty line, residential integration, and language ability, immigrants also increase their well-being as they become more similar to the native-born and improve their situation over time. Still, the well-being of immigrants and their descendants is highly dependent on immigrant starting points and on the segment of American society—the racial and ethnic groups, the legal status, the social class, and the geographic area—into which they integrate. There are three notable outcomes where well-being declines as immigrants and their descendants converge with native-born Americans: health, crime, and the percentage of children growing up with two parents. We discuss these outcomes below.

Despite large differences in starting points among the first generation, there has been strong intergenerational progress in educational attainment. Second generation members of most contemporary immigrant groups meet or exceed the schooling level of typical third+ generation native-born Americans. This is true for both men and women.

However, this general picture masks important variations between and within groups. One difference from earlier waves of immigration is the large percentage of highly skilled immigrants now coming to the United States. More than a quarter of the foreign-born now has a college education or more, and they contribute a great deal to the U.S. scientific and technical workforce. These immigrants’ children also do exceptionally well educationally and typically attain the top tiers of the occupational distribution.

Other immigrants start with exceptionally low levels of education. This is particularly true for foreign-born Mexicans and Central Americans, who on average have less than 10 years of education. These immigrants’ children progress a great deal relative to their parents, with an average education of

more than 12 years, but they do not reach parity with the general population of native-born. This outcome mostly reflects the low levels of schooling, English proficiency, and other forms of human capital their parents bring to the United States.

Employment and Earnings

Immigrant men have higher employment rates than the second and higher generations. This employment advantage is especially dramatic among the least educated immigrants, who are much more likely to be employed than comparably educated native born men, indicating that they are filling an important niche in our economy. For second+ generation men, the trajectories vary by ethnicity and race. By this measure, Asian men are successfully integrating with the non-Hispanic white population, and Hispanic men are making gains once their lower education is taken into account. However, second generation blacks appear to be integrating with the general black native-born population, where higher education does not translate into higher employment rates. Among women the pattern is reversed, with a substantially lower employment rate for immigrants than for the native-born, but employment rates for second and higher generation women moving toward parity with the general native-born population, regardless of race.

Foreign-born workers’ earnings improve relative to the native-born the longer they reside in the United States. These overall patterns, however, are still shaped by racial and ethnic stratification. Earnings assimilation is considerably slower for Hispanic (predominantly Mexican) immigrants than for other immigrants. And although Asian immigrants and their descendants appear to do just as well as native-born whites, these comparisons become less favorable after controlling for education. Asian Americans’ schooling advantage can obscure the fact that, at least among men, they tend to earn somewhat less than third+ generation non-Hispanic whites with the same level of education.

Occupations

The occupational distributions of the first and second generations reveal a picture of intergenerational improvement similar to that for education and earnings. The groups concentrated in low-status occupations in the first generation improve their occupational position substantially in the second generation, although they do not reach parity with third+ generation Americans. Second generation children of immigrants from Mexico and Central America have made large leaps in occupational terms: 22 percent of second generation Mexican men and 31 percent of second generation

men from Central America in 2003-2013 were in professional or managerial positions. Like their foreign-born fathers, second generation men were overrepresented in service jobs, although they have largely left agricultural work. Second generation Mexican men were also less likely than their immigrant parents to take jobs in the informal sector and were more likely to receive health and retirement benefits through their employment. The occupational leap for second generation women for this period was even greater, and the gap separating them from later generation women narrowed greatly.

The robust representation of the first and second generations across the occupational spectrum in these analyses implies that the U.S. workforce has been welcoming immigrants and their children into higher-level jobs in recent decades. This pattern of workforce integration appears likely to continue as the baby boom cohorts complete their retirement over the next two decades.

Immigrants are more likely to be poor than the native-born, even though their labor force participation rates are higher and they work longer hours on average. The poverty rate for foreign-born persons was 18.4 percent in 2013, compared to 13.4 percent for the native-born. However, the poverty rate declined over generations, from over 18 percent for first generation adults (immigrants) to 13.6 percent in the second generation and 11.5 percent by the third+ generation. These overall patterns vary by race and ethnic group, with a troubling rise in poverty for the black second+ generations relative to the black first generation. The panel’s analysis also shows progress stalling among Asian Americans between the second and third generations. Overall, first generation Hispanics have the highest poverty rates, but there is much progress from the first to the second generation.

Residential Integration

Over time most immigrants and their descendants gradually become less segregated from the general population of native-born whites and more dispersed across regions, cities, communities, and neighborhoods. Earnings and occupation explain some but not all of the high levels of foreign-born segregation from other native-born residents. Length of residence also matters: recently arrived immigrants often choose to live in areas with other immigrants and thus have higher levels of residential segregation from native-born whites than immigrants who have been in the country for 10-20 years. Race plays an independent role—Asians are the least segregated

in metropolitan areas from native-born whites, followed by Hispanics and then black immigrants, who are the most segregated from native-born whites. New research also points to an independent effect of legal status, with the undocumented being more segregated than other immigrants.

Language diversity in the United States has grown as the immigrant population has increased and become more varied. Today, about 85 percent of the foreign-born population speaks a language other than English at home. The most prevalent language (other than English) is by far Spanish: 62 percent of all immigrants speak Spanish at home.

However, a more accurate measure of language integration is English-language proficiency, or how well people say they speak English. There is evidence that integration is happening as rapidly or faster now than it did for the earlier waves of mainly European immigrants in the 20th century. Today, many immigrants arrive already speaking English as a first or second language. Currently, about 50 percent of the foreign-born in surveys report they speak English “very well” or “well,” while less than 10 percent say they speak English “not at all.” There are significant differences in English proficiency by region and country of birth: immigrants from Latin America and the Caribbean generally report lower rates of English-language proficiency than immigrants from other regions, and they are most likely to say they speak English “not at all.”

The second+ generations are generally acquiring English and losing their ancestors’ language at roughly the same rates as their historical predecessors, with English monolingualism usually occurring within three generations. Spanish speakers and their descendants, however, appear to be acquiring English and losing Spanish more slowly than other immigrant groups. Yet even in the large Spanish-speaking concentration in Southern California, Mexican Americans’ transition to English dominance is all but complete by the third generation; only 4 percent still speak primarily Spanish at home, although 17 percent reported they can speak Spanish very well.

Despite the positive outlook for linguistic integration, the barriers to English proficiency, particularly for low-skilled, poorly educated, residentially segregated, and undocumented immigrant populations, are cause for concern. Funding for English-as a second-language classes has declined even as the population of English-language learners (ELL) has grown. The number of children who are ELL has grown substantially in recent decades, presenting challenges for many school systems. Since 1990, the school-age ELL population has grown at a much faster rate than the school-age population overall. Today, 9 percent of all students in the K-12 system are ELL. Their relative concentration varies widely by state and district. Overall

resources for education in English as a second language are limited for both adults and children.

Foreign-born immigrants have better infant, child, and adult health outcomes than the U.S.-born population in general and better outcomes than U.S.-born members of their ethnic group. In comparison with native-born Americans, the foreign-born are less likely to die from cardiovascular disease and all cancers combined; they experience fewer chronic health conditions, lower infant mortality rates, lower rates of obesity, and fewer functional limitations. Immigrants also have a lower prevalence of depression and of alcohol abuse.

Foreign-born immigrants live longer, too. They have a life expectancy of 80.0 years, 3.4 years more than the native-born population, and this immigrant advantage holds across all the major ethnoracial categories. Over time and generations, these advantages decline as their health status converges with the native-born.

Even though immigrants generally have better health than native-born Americans, they are disadvantaged when it comes to receiving health care to meet their preventive and medical health needs. The Affordable Care Act (ACA) seems likely to improve this situation for many poor immigrants, but undocumented immigrants are specifically excluded from all coverage under the ACA and are not entitled to any nonemergency care in U.S. hospitals.

Increased prevalence of immigrants is associated with lower crime rates—the opposite of what many Americans fear. Among men ages 18-39, the foreign-born are incarcerated at a rate that is one-fourth the rate for the native-born. Cities and neighborhoods with greater concentrations of immigrants have much lower rates of crime and violence than comparable nonimmigrant neighborhoods. This phenomenon is reflected not only across space but also over time. There is, however, evidence that crime rates for the second and third generation rise to more closely match the general population of native-born Americans. If this trend is confirmed, it may be an unwelcome aspect of integration.

Family Patterns

The panel’s analysis indicates that immigrant family-formation patterns change over time. Immigrant divorce rates and out-of-wedlock birth rates start out much lower than the rates for native-born Americans generally,

but over time and over generations these rates increase, while the likelihood of living in extended families with multiple generations under one roof declines. Thus immigrant children are much more likely to live in families with two parents than are third generation children. This is true overall and within all of the major ethnic and racial groups. Two-parent families provide children with a number of important advantages: they are associated with lower risks of poverty, more effective parenting practices, and lower levels of stress than are households with only one or no parents. The prevalence of two-parent families continues to be high for second generation children, but the percentage of children in two-parent families declines substantially between the second and third generations, converging toward the percentage for other native-born families. Since single-parent families are more likely to be impoverished, this is a disadvantage going forward.

CAUSES FOR CONCERN

The panel identified three causes for concern in the integration of immigrants: the role of legal status in slowing or blocking the integration of not just the undocumented but also their U.S.-citizen children; racial patterns in immigrant integration and the resulting racial stratification in the U.S. population; and the low percentage of immigrants who naturalize, compared with other major immigrant-receiving countries.

Legal Status

As the evidence examined by the panel made clear, an immigrant’s legal status is a key factor in that individual’s integration trajectory. Immigration statuses fall into four rough categories: permanent, temporary, discretionary, and undocumented. These statuses lie on a continuum of precariousness and security, with differences in the right to remain in the United States, rights to benefits and services from the government, ability to work, susceptibility to deportation, and ability to participate fully in the economic, political, social, and civic life of the nation. In recent decades, these statuses have multiplied due to changes in immigration policy, creating different paths and multiplying the roadblocks to integration into American society.

People often transition between different immigration statuses. Over half of those receiving lawful permanent resident (LPR) status in 2013 were already residing in the United States and adjusted their status to permanent from a visa that allowed them to work or study only temporarily in the United States. Many immigrants thus begin the process of integration into American society—working, sending their children to school, interacting with neighbors, and making friends—while living with a temporary status

that does not automatically put them on the path to LPR or citizenship. Likewise, some undocumented immigrants live here for decades with no legal status while putting down deep roots in American society. Currently, there are insufficient data on changes in the legal status of immigrants over time to measure the presumably large effects of those trajectories on the process of integration.

Since the mid-1990s, U.S. immigration policy has become more punitive toward the undocumented, and interior enforcement policies have attempted to prevent their employment and long-term residence in this country. An estimated 11.3 million (26%) of the foreign-born in the United States are undocumented. Their number rose rapidly from the 1990s through 2007, reaching a peak of 12.2 million, but then fell with the Great Recession in 2008 and a sharp decline in immigration from Mexico, plateauing at 11.3 million since then. Although undocumented immigrants come from all over the globe and one in ten undocumented immigrants come from Asia, more than three-quarters are from North and Central America. The majority of the undocumented residents in the United States today—about 52 percent—are from Mexico.

It is a political, not a scientific, question whether we should try to prevent the integration of the undocumented or provide a path to legalization, and thus not within this panel’s purview. However, the panel did find evidence that the current immigration policy has several effects on integration. First, it has only partially affected the integration of the undocumented, many of whom have lived in the United States for decades. The shift in recent years to a more intense regime of enforcement has not prevented the undocumented from working, but it has coincided with a reduction in their wages. Undocumented students are less likely than other immigrants to graduate from high school and enroll in college, undermining their long-term earnings capacity.

Second, the immigration impasse has led to a plethora of laws targeting the undocumented at local, state, and federal levels. These laws often contradict each other, creating variation in integration policies across the country. Some states and localities provide in-state college tuition for undocumented immigrants, some provide driver’s licenses, and some are declaring themselves to be sanctuary cities. In other localities, there are restrictive laws, such as prohibitions on renting housing to undocumented immigrants or aggressive local enforcement of federal immigration laws.

Finally, the current system includes restrictions on the receipt of public benefits, and those restrictions have created barriers to the successful integration of the U.S.-citizen children of the undocumented, even though, as citizens, it is in the country’s best interest that these children integrate successfully. Today, 5.2 million children in the United States reside with at least one undocumented immigrant parent. The vast majority of these

children—4.5 million—are U.S.-born citizens. Included in this total are almost 7 percent of students in kindergarten through high school (K-12), presenting important challenges for schools, including behavioral issues among these children. Policies designed to block the integration of undocumented immigrants or individuals with a temporary status can have the unintended effect of halting or hindering the integration of U.S. citizens and LPRs in mixed-status families. Laws are often designed to apply to individuals, but their effects ripple through households, families, and communities, with measurable long-term negative impacts on children who are lawful U.S. citizens.

The panel found that patterns of immigrant integration are shaped by race. Although there is evidence of integration and improvement in socioeconomic outcomes for blacks, Latinos, and Asians, their perceived race still matters, even after controlling for all their other characteristics. Black immigrants and their descendants are integrating with native-born non-Hispanic whites at the slowest rate. Asian immigrants and their descendants are integrating with native-born non-Hispanic whites most quickly, and Latinos are in between. The panel found some evidence of racial discrimination against Latinos and some evidence that their overall trajectories of integration are shaped more by the large numbers of undocumented in their group than by a process of racialization. At this time, it is not possible with the data available to the panel to definitively state whether Latinos are experiencing a pattern of racial exclusion or a pattern of steady progress that could lead to a declining significance of group boundaries. What can be reasonably concluded is that progress in reducing racial discrimination and disparities in socioeconomic outcomes in the United States will improve the outcomes for the native-born and immigrants alike.

Naturalization Rates

Birthright citizenship is one of the most powerful mechanisms of formal political and civic inclusion in the United States. Yet naturalization rates in the United States lag behind other countries that receive substantial numbers of immigrants. The overall level of citizenship among working-age immigrants (15-64 years old) who have been living in the United States for at least 10 years is 50 percent. After adjustments to account for the undocumented population in the United States, a group that is barred by law from citizenship, the naturalization rate among U.S. immigrants rises slightly but is still well below many European countries and far lower than other traditional receiving countries such as Australia and Canada. This

is surprising since the vast majority of immigrants, when surveyed, report wanting to become a U.S. citizen. Moderate levels of naturalization in the United States appear to stem not from immigrants’ lack of interest or even primarily from the bureaucratic process of applying for citizenship but from somewhere in the process by which individuals translate their motivation to naturalize into action. Further research is needed to clearly identify the barriers to naturalization. Low naturalization rates have important implications for political integration because the greatest barriers to immigrants’ political participation, especially participation in elections, are gaining citizenship and registering to vote after becoming a citizen.

EFFECT OF IMMIGRATION ON SOCIETY

Previous immigration from around the globe changed the United States. It is much more difficult to see and to measure the ways in which immigration is changing the country now because it is notoriously hard to measure cultural changes while they are occurring. It is also difficult because the United States is a very heterogeneous society already, and new immigration adds to that diversity. It is difficult to measure the society that immigrants are integrating into when the society itself does not remain static. The major way in which the panel outlines how immigration has affected American society is by documenting the growth in racial, ethnic, and religious diversity in the U.S. population, which has resulted in increased intergroup contact and the transformation of American communities and institutions. 1

In 1970, 83 percent of the U.S. population was non-Hispanic white; today, that proportion is about 62 percent, and immigration is responsible for much of that change, both directly through arrival of foreign-born immigrants and indirectly through the higher birth rates of immigrants and their children. Hispanics have grown from just over 4.5 percent of the total U.S. population in 1970 to about 17 percent today. Asians are currently the fastest-growing immigrant group in the country, as immigration from Mexico has declined; Asians represented less than 1 percent of the population in 1970 but are 6 percent today. Black immigration has also grown. In 1970, blacks were just 2.5 percent of the foreign-born; today, they are 9 percent of immigrants residing in the United States.

Ethnic and racial diversity resulting from immigration is no longer limited to a few states and cities that have histories of absorbing immigrants. Today, new immigrants are moving throughout the country, including into areas that have not witnessed a large influx of immigrants for centuries.

___________________

1 As discussed above, this report does not examine the effects of immigration on the U.S. economy. That is the charge of the other National Academies of Sciences, Engineering, and Medicine panel.

This new pattern has changed the landscape of immigration. The states with the fastest growth rates of immigrant population today are primarily in the South. The presence of racial- and religious-minority immigrants in new localities and in nonmetropolitan areas raises new challenges of integration and incorporation for many communities and small towns that are unaccustomed to substantial minority and immigrant populations. At the same time, there are many localities in new destination areas that have adopted welcoming strategies to encourage immigrant workers and foster their integration into the community.

In urban areas across the country, immigrants and descendants have been “pioneer integrators” of previously all-white or all-black spaces. The result is that many neighborhoods are more diverse now than they have ever been, and the number of all-white census tracts has fallen. Yet racial segregation is still prevalent throughout the country, with blacks experiencing the most segregation from whites, followed by segregation of Hispanics and then Asians from the non-Hispanic white population.

While three-quarters of all immigrants are Christian, immigration is also bringing new religious diversity to the United States. Four percent of the foreign-born are Muslim, and although Muslim immigrants are doing better than the national average in education and income, they do report encountering high levels of prejudice and discrimination. Religious diversity is especially notable among Asian immigrants, with sizable numbers of Hindus, Buddhists, and those who do not identify with any religion. Participation in religious organizations helps immigrants and may shore up support for the religious organizations they support, even as native-born Americans’ religious affiliation declines.

Immigrants have also contributed enormously to America’s shifting patterns of racial and ethnic mixing in intimate and marital relationships. Marriages between the native-born and immigrants appear to have increased significantly over time. Today, about one of every seven new marriages is an interracial or interethnic marriage, more than twice the rate a generation ago. Perhaps as a result, the social and cultural boundaries between native-born and foreign-born populations in the United States are much less clearly defined than in the past. Moreover, second and third generation individuals from immigrant minority populations are far more likely to marry higher generation native-born partners than are their first generation counterparts. These intermarriages also contribute to the increase in mixed-race Americans.

An additional important effect of intermarriage is on family networks. A recent survey reported that more that 35 percent of Americans said that one of their “close” kin is of a different race. Integration of immigrants and their descendants is a major contributor to this large degree of intermixing. In the future, the lines between what Americans today think of as separate

ethnoracial groups may become much more blurred. Indeed, immigrants become Americans not just by integrating into our neighborhoods, schools, and workplaces, but also into our families. Very quickly, “they” become “us.”

THE NEED FOR BETTER DATA

The panel was handicapped in its work by the dearth of available longitudinal data to measure immigrant integration. This is a long-standing problem that has become increasingly critical as immigration to the United States has increased and as immigrants have become dispersed throughout the country. The panel made several specific recommendations for data collection that are outlined in detail in Chapter 10 . These include the following:

• That the federal government collect data on generational status by adding a question on birthplace of parents to the American Community Survey, in order to measure the integration of the second generation.
• That the Current Population Survey test and if possible add a question on legal statuses at entry or at present, leaving those in undocumented status to be identified by process of elimination, and that other major national surveys with large numbers of immigrants also add a question of this type to identify legal status.
• That any legislation to regularize immigrant status in the future for the undocumented include a component to survey those who apply and to follow them to understand the effects of legalization.
• That administrative data held by U.S. Citizenship and Immigration Services on visa type be linked to census and other government data, as other countries have done, and that such data be made available to researchers in secure data enclaves. Such data would significantly help federal, state, and local officials understand and develop policies to improve the integration of immigrants into U.S. society.

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The United States prides itself on being a nation of immigrants, and the country has a long history of successfully absorbing people from across the globe. The integration of immigrants and their children contributes to our economic vitality and our vibrant and ever changing culture. We have offered opportunities to immigrants and their children to better themselves and to be fully incorporated into our society and in exchange immigrants have become Americans - embracing an American identity and citizenship, protecting our country through service in our military, fostering technological innovation, harvesting its crops, and enriching everything from the nation's cuisine to its universities, music, and art.

Today, the 41 million immigrants in the United States represent 13.1 percent of the U.S. population. The U.S.-born children of immigrants, the second generation, represent another 37.1 million people, or 12 percent of the population. Thus, together the first and second generations account for one out of four members of the U.S. population. Whether they are successfully integrating is therefore a pressing and important question. Are new immigrants and their children being well integrated into American society, within and across generations? Do current policies and practices facilitate their integration? How is American society being transformed by the millions of immigrants who have arrived in recent decades?

To answer these questions, this new report from the National Academies of Sciences, Engineering, and Medicine summarizes what we know about how immigrants and their descendants are integrating into American society in a range of areas such as education, occupations, health, and language.

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Immigration, Diversity and Social Cohesion

13 Dec 2019

This briefing discusses the meaning, dimensions, measurement and determinants of social cohesion. Drawing on research in the US, UK and other European countries, it focuses on what we know and don’t know about the relationship between immigration, diversity and social cohesion.

• There is significant policy concern about the impacts of immigration on social cohesion. However, most research analyses the relationship between diversity (typically measured in terms of racial and ethnic composition of the population) and social cohesion, not between immigration (typically measured based on place of birth and/or nationality) and social cohesion. More…
• There is no universally agreed definition of social cohesion. Most definitions involve notions of ‘solidarity’ and ‘togetherness’. A wide range of indicators have been used to measure and analyse social cohesion. The most common indicators include measures of trust and common social norms. More…
• The empirical evidence from the US suggests a negative relationship between diversity and cohesion. The evidence from the UK and rest of Europe is more mixed. Results differ depending on the indicators used. More…
• British and other European studies have raised the yet unresolved question whether it is income inequality, in particular deprivation and impoverishment of an area, rather than diversity per se that serves to estrange people. More…

There is significant policy concern about the impacts of immigration on social cohesion. However, most research analyses the relationship between diversity and social cohesion, not between immigration and social cohesion. In theory, diversity can be defined and measured in different ways, e.g. by ethnicity, religion, place of birth, nationality and so on. In practice, most empirical studies define diversity by the racial and ethnic composition of the neighbourhood, rather than immigration status (which is typically measured using data on foreign-born or foreign nationals , see the Migration Observatory briefing “ Who Counts as a Migrant? Definitions and their Consequences ”). One of the most common measures of diversity is the index of ethnic fractionalization, which measures the probability that two randomly selected individuals (who may or may not be migrants) in a neighbourhood belong to the same ethnic group.

Data sources typically used in studies of diversity and social cohesion in the UK include the Census (for measuring diversity) and the Citizenship Survey which was discontinued in 2011 but included a range of questions about attitudes toward and experiences of immigration and integration, as well as other topics relating to community life.

The UK population has become more diverse over time

In 1995, individuals born outside the UK accounted for about 7% of the country’s population. By 2015, this was over 13%. This increase was mirrored by an increase in the share of individuals of non-white ethnicity in the population: the proportion of individuals of non-white ethnicity, both UK-born and foreign-born, grew from 6% in 1995 to 13% in 2015 (Figure 1). As highlighted in the Understanding the Evidence section, it is important to note that migration and ethnicity are very different issues, and that most analyses of diversity and its impacts on social cohesion are based on ethnic diversity rather than country of birth.

There is no universally accepted definition of social cohesion

Although commonly used in policy debates in the UK and other developed democracies, there is no universally accepted definition of social cohesion. Social cohesion is often identified as ‘solidarity’ and ‘togetherness’. Social disorder, or rather social disorganization is often thought to be the opposite of social cohesion. Frequently social cohesion is simply defined as ‘solidarity’ and somewhat interchangeably used together with the term ‘community cohesion’. As is the case with the related concept of social capital, cohesion seems better identifiable through its possible outcomes. Forrest and Kearns (2001: 2129) provide the following popular summary of the domains of community and social cohesion: common values and a civic culture, social order and social control, social solidarity and reductions in wealth disparities, social networks and social capital, place attachment and identity.

Other British policy reports highlight the peaceful co-existence of diverse groups as the heart of social cohesion and identify a cohesive community as one where:

“there is a common vision and a sense of belonging for all communities; the diversity of people’s different backgrounds and circumstances are appreciated and positively valued; those from different backgrounds have similar life opportunities; and strong and positive relationships are being developed between people from different backgrounds in the workplace, in schools and within neighbourhoods” (Cantle 2005: 14).

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Social cohesion is most commonly measured in terms of trust and common social norms

The lack of a unified definition raises a variety of challenges for the measurement of social cohesion. Most researchers have assumed that high levels of cohesion and social capital in a community will be reflected in high levels of trust between individuals and the observance of common social norms. Therefore, trust and norms are among the most common indicators used in empirical research, although some studies include traditional measures of social capital such as membership in associations and political participation, as well as crime and “collective efficacy” i.e. the extent to which neighbours pull together to solve community problems (Sampson et al. 1997, Blake et al. 2008). Some researchers argue that a preoccupation with trust as an outcome seems unjustifiable since generalized trust is but one of the dimensions of social cohesion and is one of the measures most vulnerable to the effects of diversity, unlike others such as associational membership (Hooghe 2007).

It is important to note that very few studies measure the actual level of social contact between neighbours in diverse communities despite the significance of contact for the establishment and maintenance of community cohesion (Cantle 2005). Consequently, the premises of “contact theory” are not directly tested: namely, whether increased contact between people from different ethnic groups decreases prejudice and thus stimulates cooperation (Allport 1954, Hewstone 2000, Hewstone 2006). We will see how important is to account for the role of actual contact in the next section of this briefing.

Does increased diversity undermine social cohesion? The evidence from the US suggests a negative relationship

Frequently, the focus in social cohesion studies is on trust – generalized (whether most people can be trusted) or neighbourhood trust (most of the neighbours in this community can be trusted). Most of the empirical literature on this subject finds that the relationship between diversity and trust is negative – the more diverse a community is, the less likely individuals in it are to be trusting. The trend seems to hold especially strong for the US. Costa and Khan (2003) established with the General Social Survey that people in more diverse neighbourhoods trust their neighbours less and are less likely to be politically or communally involved. Alesina and La Ferrara (2000, 2005) found that trust in general and more specifically interpersonal trust is lower in more racially heterogeneous communities in the US. Stolle et al. (2008) comparing US and Canada observed a strong negative effect of diversity on trust; however, they also found that contact may neutralize but not make this relationship positive. Most notably, Putnam (2007) argues that diversity seems to alienate people in general and in his words pushes them towards ‘hunkering down’ i.e. towards segregation and isolation. More recently, Abascal and Baldassarri (2015) point out that diversity indices obscure the distinction between in and out-group contact. Using the same data as Putnam (2007), they show that diversity is negatively associated with trust only for white respondents but not for any other ethnic group.

The evidence from Europe and the UK is more mixed: income inequality and deprivation may be more important determinants

Some cross-national comparative research in Europe shows similar results with trust used as a proxy for cohesiveness (Gerritsen and Lubbens 2010). However, the use of trust as the sole predictor of community spirit and togetherness has been severely criticised (Hooghe 2007) since generalized trust is but one of the components of social cohesion. Studies which focus on different dimensions of social capital besides interpersonal trust offer evidence that economic inequality and the democratic patterns in European societies are more important for explaining European countries’ different levels of social capital and cohesion (Gesthuizen et al. 2009).

Data from British neighbourhoods also do not conform to findings from the US. Fieldhouse and Cutts (2010), comparing the US and the UK, suggested that in Britain, diversity has a negative effect on both shared social norms and civic participation, but that these negative effects are offset by the positive effect of co-ethnic concentration. In other words, areas that are more diverse have higher rates of co-ethnic density which in turn, Fieldhouse and Cutts suggest, assists the building of more cohesive communities. Laurence and Heath (2008) and Letki (2008), looking at different predictors of social cohesion in the 2005 and 2001 Citizenship Surveys, argue that there is no strong evidence for an eroding effect of diversity once the association between diversity and economic deprivation is taken into account. Still, with British data based on the Citizenship Survey 2005, Laurence (2009) argued that rising diversity is associated with lower levels of neighbourhood trust.

The studies based on British data such as Laurence and Heath (2008), Letki (2008) and Sturgis et al. (2010) have raised the question whether it is income inequality, in particular deprivation and impoverishment of an area, rather than diversity per se that serves to estrange people, a sentiment echoed in much of the British policy research and reports based on qualitative in-depth interviews (Cantle 2005). Most recently, Sturgis et al. (2013) establish that neighbourhood ethnic diversity in London is positively related to the perceived social cohesion of neighbourhood residents with control for economic deprivation. Moreover, it is ethnic segregation within neighbourhoods that is associated with lower levels of perceived social cohesion. Both effects are strongly moderated by the age of the respondents with diversity having a positive effect for the young.

Kawalerowicz and Biggs (2015), exploring 2011 London riots, find that rioters were more likely to come from economically disadvantaged neighbourhoods and neighbourhoods where ethnic fractionalization was high. Further exploration of the intersection between ethnicity and disadvantage is thus very pertinent.

Some analysts have argued that contact plays an important role in moderating the relationship between diversity and cohesion. With British data based on the Citizenship Survey 2005, Laurence (2011) argued that rising diversity is associated with lower levels of neighbourhood trust, although people with “bridging ties” (i.e. ties connecting individuals belonging to different minority groups) have less negative experiences. Similarly to Abascal and Baldassari in the US (2015), Demireva and Heath (2014), using the Managing Cultural Diversity Survey 2010 (administered by the Oxford Diversity Project) and the Ethnic Minority British Election Study 2010 conclude that if anything diversity should be encouraged to cement the integration progress of migrants and foster stronger identification with Britain in the second generation as for non-white British populations living with more out-groupers does not impact negatively upon trust. Heath and Demireva (2013) establish that high levels of bonding social capital coexist with positive orientations towards integration, high levels of British identity and low levels of hostility to white people. Laurence (2014) observes that contact moderates the negative effect of community diversity – in other words for those that have formed ties, diversity has no detrimental effect. This is a result primarily focusing on the white British majority. Importantly, it seems that diversity may undermine local (neighbourhood) social capital yet has little effect on individuals’ total levels of engagement (Laurence 2014). Thus, individuals in diverse communities have less neighbourhood-centric networks but other active and healthy ones.

There have also been calls to account for the difference between positive and negative contacts in diverse settings. The recent Casey report (2016) suggests that negative interactions can compound to create a volatile atmosphere at the neighbourhood level. With European data, Laurence and Bentley (2017) provide intriguing evidence that in more diverse communities, the frequency of positive inter-group contact but also negative inter-group contact increases. Increasing diversity may therefore lead to a polarisation in attitudes towards immigration as a result of, and not due to a lack of, inter-group contact. This research suggests a role for mediators at the community level, such as community centres that provide a non-confrontational environment for people of a variety of backgrounds and interests. Similarly the All Party Parliamentary Group on Social Inclusion (2017) argued that strong institutions are needed at the neighbourhood level to facilitate interaction (such as welcome centres).

Datasets such as Understanding Society and the Citizenship Survey allow further examination of the role of contact in different settings: neighbourhood, workplace, voluntary associations and more research is needed in the formation and strength of inter-ethnic contacts, positive and negative. For example, Laurence et al. (2018) demonstrate that workplace diversity has a very positive effect but that individuals experiencing negative contact can diminish this trend.

Evidence gaps and limitations

As highlighted at the beginning of this briefing, a key limitation of the available literature remains its focus on diversity and social cohesion, rather than immigration and social cohesion. Communities can become more diverse without immigration and immigration does not always increase ethnic or racial diversity. It is therefore very difficult to use the available research to make strong claims about the relationship between immigration and social cohesion since at local authority level, there is a strong correlation between previous diversity levels and recent migration (Saggar et al. 2012).

Another limitation relates to disagreements about how to define and what indicators to use to measure social cohesion. Frequently, when a measure other than trust is used as seen from the literature overview, no negative relationship between cohesion and diversity can be detected and this is important since the instruments on which the measurement of trust is based in survey analysis are far from perfect (Nannestad 2008).

Furthermore, in the last few years, there has been an expansion of the literature on the integration of migrants and minorities in Europe that reflects on the possible impact of the multicultural model on patterns of incorporation. There is a growing concern that segregation, allowed through multiculturalism and tolerance of separate parallel lives of minorities and the majority, negatively affects the prospects of migrants to accumulate human capital relevant for successful employment in the receiving society (and future employability) such as language fluency (Cameron 2013). In a similar fashion to the cohesion and trust debates, integration research produces conflicting and mixed results. Koopmans (2010) claims that multicultural policies which ensure that non-EU15 immigrants are granted easy access to equal rights do not provide strong incentives for host-country language acquisition, labour market participation and the formation of interethnic contacts. By contrast, Wright and Bloemraad (2012) do not find any support for the hypothesis that multiculturalism has undermined the integration of immigrants and minority groups, using data from the European Social Survey and US Community, Involvement Democracy Survey. With British data (Understanding Society), Nandi and Platt (2013) find that minorities express strong British identity with an increase across generations, a strong and positive finding. With German data (Lancee 2012) establishes that bridging ties with majority members allow for better position in the occupational hierarchy for minorities.

A common feature of the studies reviewed here is that they focus on a few aspects of integration such as identity or employability whereas it can be argued that integration is a multidimensional, multi-stage phenomenon that cannot be reduced to one or two outcomes. A notable exception is the work of Lessard-Phillips (2016) which discusses the multi-dimensionality of integration and links contact with a variety of other integration outcomes such as neighbourhood segregation or cultural incorporation. We are still somewhat challenged by broad interpretation of what cohesion might mean and the work of Heath (2018) points to this complexity. It is crucial to consider generational change and the rich tapestry of migration, majority and minority experiences in the adaptation process should become a primary focus of research to add depth to otherwise heated debates that are often based on extrapolations and assumptions.

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I’m a First-Generation American. Here’s What Helped Me Make It to College

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My father is an immigrant from Mexico who decided to sacrifice his home to give me a better life. He grew up with the notion that the United States had one of the best education systems in the world and he saw that education as my ticket to participate in the pursuit of happiness.

When he moved to America, he chose Flushing, Queens, in New York City—which this year became an epicenter of the COVID-19 crisis—because the public elementary school was highly regarded for its academics and safety. But navigating the public school system was extremely difficult, marked with constant reminders that the system was not designed for students like me. These difficulties and inequities have been exacerbated by the COVID-19 crisis and will continue to impact students if they remain unaddressed.

My father always lived with the fear that if people found out I was the son of a Mexican immigrant, I would be ostracized in the classroom. From the first day of elementary school, he prayed that no one would bother me for being Mexican American, and that I would learn English quickly so I could defend against attacks on my identity. I have gone through all my academic career fighting the stereotypes that Mexicans are all “lazy” and “undocumented.”

I have experienced an interesting duality as a Mexican American, one that has played a formative role in my education and development. I have two languages, two countries, two identities. I learn in English but live in Spanish. I am Mexican at home but American at school.

I first became aware of this code-switching in middle school. The ways I interacted with my white, wealthy peers were far different from with my Latinx friends. I understood that English held more power than Spanish. Many people associate an accent or different regional variants of English to be unsophisticated, so I worked to be perceived as “articulate” and “well-spoken” at my local elementary and middle schools. In fact, it was my attention to coming across as “articulate” that helped me get into the high school that I attended.

I wanted to attend a high-achieving high school, but I did not perform well on the Specialized High School Admissions Test (SHSAT) and therefore failed to be admitted into one of New York City’s specialized high schools. But the principal of Millennium High School, a selective public high school in Manhattan, offered me a spot—and gave me a shot. Principal Colin McEvoy saw more than the student who failed to get into a SHSAT school. He saw a well-spoken kid who was determined to find a school that would have the resources to achieve his goal of graduating and going to college. My father had sacrificed everything so I could go to college, and I saw Millennium as the means to get there.

Not every student can have the same opportunity I did, but every school community and educator can take certain steps to support students who feel at odds within a system that was not designed for them. Here are three steps that will help students like me:

1. Play an active role in their students’ lives outside of academics. While this is important during “normal” times, it is even more important now during the global pandemic when students are worried about their family, cut off from friends, and unsure what the future holds. Each student should be assigned a teacher who also serves as adviser, an additional adult figure in their life to help guide and assist them—even if this is done virtually. At Millennium, each student in the beginning of the high school experience is assigned an adviser and meets in advisory class three days a week to complete college-preparatory activities and check in with their adviser about academics and their personal life.

2. Acknowledge how political developments may affect students. Schools should provide students who may be affected by a policy decision with the tools to protect their education. I have many friends who have been affected by the Deferred Action for Childhood Arrivals policy and had to go through the complex process of ensuring they could study in the country without their parents. This June, the Supreme Court rejected the Trump administration’s efforts to rescind DACA, but immigrants’ fight for protection under the law is far from over. It is important for teachers to understand how politics can impact the well-being of students—and how the fear of those impacts often take a toll on students’ academics.

3. Offer guidance on how to apply to college and options aside from college. My former high school requires every student to meet with the college guidance counselor at least twice, once each in their junior and senior years. As the first in my family to apply to college, these meetings were essential for me to figure out the application process, as well as for navigating financial aid and scholarships. It was only with this guidance that I applied for a Posse Foundation scholarship and earned a full scholarship to Middlebury College—opportunities that I would not have even known about otherwise.

As the COVID-19 vaccine gets rolled out more widely, there remain a lot of unknowns in higher education and in many families’ financial futures. Educators can help students explore alternate opportunities during this difficult time, including community college, internships, apprenticeships, gap years, or service-learning options.

Students of marginalized communities are both fighters and academics. Going through the American education system is difficult, and there are active ways that schools and educators can help their students navigate it. This is not a matter of doing the work for the students but acknowledging that there are several challenges present in students’ lives—challenges that may be exacerbated during a pandemic—and helping them navigate them.

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There are lots of blog posts about how to write a diversity essay as someone with a historically privileged background and life experience. But what advice would you give to minority/underrepresented applicants for writing a diversity essay that doesn't overly emphasize race, etc.?

You don't want your essays to say "I'm black. I'm an immigrant. Admit me!" What are some tips for writing a compelling diversity secondary that touch on these elements, but also weaves in other elements of your diversity?

Edit: I made this post because I was struggling with this question and i thought others might be too. For those that find this post later on, I just wanted to say that I have chosen to write my essay on how my Nigerian culture has influenced my outlook on careers and passions, tying that into my passions for the creative arts of music and fashion. I also discuss how music and fashion are related to medicine, and how my approach to them will positively affect my performance as a doctor. Good luck to y'all!

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Questionable immigrant diversity essay topic?

• Thread starter Jaigantic
• Start date Jul 2, 2017

Full Member

• Jul 2, 2017

Alta California

The immigrant experience is a perfectly legitimate topic.  

gyngyn said: The immigrant experience is a perfectly legitimate topic. Click to expand...

Jaigantic said: Do you think it's stronger than the language learning one? My app has aspects that support both topics (mention of the struggles of the immigrant situation in my PS and ECs such as language learning as a hobby and multiple volunteering experiences working with latino communities partly as a means to improve my language skills) Click to expand...

UBLI-EINSTEIN

Jaigantic said: I am conflicted between two ideas for my diversity essay. The one I'm leaning towards is about how my family and I have been international students in the US for nearly 16 years, receiving financial support from my dad from overseas. I can talk about how this has caused me to never feel like I belong to any group as I was born in a culture that I am removed from and raised in a culture whose norms and habits I have learned but still feel some sort of rejection from since I'm not an american citizen or permanent resident despite living here for so long. Although this has been a pretty significant roadblock in my life it has also taught me many lessons. I am hesitant to write about it since I feel like some readers may have biases against immigrants or even because highlighting the fact that I am international student may be a detriment to my app in general since some schools prefer citizens and residents . My point with this one is that despite being an international student, I have learned and live American norms and am American in everything but name. On the other hand, I am also considering writing about how a legitimate hobby of mine is studying and learning languages and how I use this as an opportunity to expose myself to different cultures since they all have so much to offer and teach. I love being able to communicate with whoever I'd like and learning all sorts of new things you can't learn by confining yourself to one culture. Through learning about so many cultures, I have learned to adopt the greatest values and beliefs of each while keeping away from the negatives associated with them, creating my own unique "culture" which is a conglomeration of different cultures Click to expand...

UBLI-EINSTEIN said: I don't understand your point. They will know your status through AMCAS. Hiding your visa status at this stage will not help you anyway. Let's say if all the schools you applied to prefer US citizens and residents, you may even get rejected prior to getting a secondary application. So why do you bother? If you think it's a good topic, then just write that down. Click to expand...

Jaigantic said: Of course they'll know my status but I just wasn't sure if parading it around and constantly reminding them that I'm not a citizen would be harmful or neutral towards my chances. Click to expand...

lickerwhicker

• Jul 4, 2017

I want to make clear that my topic isn't necessarily a typical immigrant family struggling to succeed in America despite language barriers and culture shock. I personally didn't experience any culture shock or anything like that since I lived here since I was a toddler. What I'm asking about is more of an identity crisis type thing where I have internalized and live the American lifestyle but I still can't call myself an American after nearly 2 decades of living here b/c I'm not a citizen or resident. Nor could I identify with the values of my country of citizenship b/c I have been removed from it since a young age. And then I plan to tie it all together by saying I realized that placing a label on oneself as "American" or "Polish" or anything else was detrimental to me because it closed my mind to the virtues of other cultures and that rather than feeling conflicted about my immigration/citizenship status, I have adopted a more worldly view; try to expose myself to all cultures and lifestyles without thinking "yep, this is the culture that I belong to" since all cultures have something great to offer. Does that make sense? What do you all think of that approach?  

okay i see. but from what it sounds like, your experience only seemed to shape/impact you by making you more worldly and culturally aware. i feel like you could definitely go beyond that  

lickerwhicker said: okay i see. but from what it sounds like, your experience only seemed to shape/impact you by making you more worldly and culturally aware. i feel like you could definitely go beyond that Click to expand...

Jaigantic said: How so? Click to expand...

lickerwhicker said: Like, did you learn anything else? In other words, how does your experience as someone living a multicultural life make you more worldly and culturally knowledgeable? What makes your experience different from gaining cultural awareness via traveling around the world or doing missionary work in other countries? Basically, you don't want adcoms to read your essay and be like, "okay so...then what?" if that makes sense Click to expand...

Jaigantic said: I get ya. It's hard to encapsulate how this experience has reflected on me since there's so many facets to it but I know it's very uncommon and I'll try to dig deeper through the surface. Thanks! Click to expand...

gyngyn said: All languages are valuable, but the immigrant experience is at the heart of America. Click to expand...

artist27 said: I am a bit confused because I have seen adcoms respond to these types of questions saying that being an immigrant doesn't make a person "cool" and to pick something other than ethnic background/being an immigrant Click to expand...

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Your chance of acceptance, your chancing factors, extracurriculars, writing about being a first-generation immigrant in my college essay - tips.

Hi all, I'm a first-generation immigrant and I want to write my college essay about how this experience has shaped me. I'm not sure how to approach this topic without sounding cliché. Does anyone have any tips or suggestions for writing about this? Thanks in advance!

Hi there! Writing about your experience as a first-generation immigrant can make for a powerful essay. However, keep in mind that it is a common topic among immigrants. To avoid sounding cliché, try focusing on a specific aspect or unique experience that has had a significant impact on you.

For example, instead of talking about the general struggle of learning a new language, you might share a specific conversation you had and what you learned from it. Or instead of writing generally about struggling to fit in, you could share an experience where someone was rude to you for being foreign, and how that motivated you to start sharing your culture more openly.

You can get more advice in our blog post on cliche essay topics + how to fix them: https://blog.collegevine.com/cliche-college-essay-topics

Finally, remember to show rather than tell. Use vivid details and anecdotes to illustrate your experiences, so the reader can truly understand and connect with your story. Good luck with your essay, and I'm sure you'll create a compelling narrative!

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Harris’ struggles with immigration policy expose political vulnerabilities

Sergio Martínez-Beltrán

Jasmine Garsd

A look at Vice President Kamala Harris’ record on immigration

Vice President Kamala Harris, center, along with Department of Homeland Security Secretary, Alejandro Mayorkas, Rep. Veronica Escobar, a Democrat from Texas, and Sen. Dick Durbin, a Democrat from Illinois, tour a U.S. Customs and Border Protection facility in El Paso, Texas, U.S., in June 2021. Bloomberg/via Getty Images hide caption

As Vice President Kamala Harris works to secure the presidential nomination of the Democratic Party next month, her role on immigration policy is now in the spotlight.

Minutes after the President Joe Biden announced he was dropping out of the race and was endorsing Harris, Republicans started attacking her record on immigration and border policy.

“Joe Biden has now endorsed and fully supports his ‘Borders Czar’ Kamala Harris to be the Democrat candidate for president,” Gov. Greg Abbott, R-Texas, posted on X . “I think I will need to triple the border wall, razor wire barriers and National Guard on the border.”

Conservatives have often referred to Harris as the Biden administration’s "Border Czar," incorrectly claiming she was tasked with repairing the border.

“Kamala had one job,” said Nikki Haley earlier this month at the Republican National Convention. “One job. And that was to fix the border. Now imagine her in charge of the entire country.”

In reality, that was not Harris’ job.

She was tasked by Biden in 2021 to examine the root causes of migration from Central America, including poverty, violence, and corruption. At that time, unauthorized migration came primarily from Mexico and Central America.

She was never tapped to head immigration policy, which is the responsibility of Homeland Security Secretary Alejandro Mayorkas, who oversees all agencies in charge of the enforcement of immigration laws.

Three years later, this role could be Harris’ Achilles' heel. Her role in pushing for Biden’s immigration proposals have disenchanted Democrats and immigrant rights groups.

“I do think there is an opportunity here for Vice President Harris to have a more hopeful message around immigration than even the Biden administration has had in the past,” said Adriel Orozco, a senior policy counsel with the American Immigration Council.

Biden’s policy proposals have included severely restricting most asylum claims at the border and expediting the removal of unauthorized migrants, something immigrant rights groups have opposed.

Suyapa Portillo, a professor of Chicano/a-Latino/a Transnational Studies at Pitzer College, says Harris should try to separate herself from the Biden administration’s “slow move towards immigration reform,” and from the message of deterrence that “represents that conservatism from the Biden administration and the Democratic Party — the old guard.”

Vice President Kamala Harris speaks from the South Lawn of the White House in Washington on Monday during an event with NCAA college athletes. This was her first public appearance since President Joe Biden endorsed her to be the next presidential nominee of the Democratic Party. Susan Walsh/AP hide caption

A changed immigration landscape

If Harris secures the presidential nomination, she will be facing a very different immigration landscape than back in 2021, when she was tasked with addressing its root causes.

Last year, unauthorized crossings at the U.S.-Mexico border hit an all-time high. In December 2023, the number of encounters reached nearly 250,000, according to U.S. Customs and Border Protection.

For the last four months, the number of migrants trying to cross illegally has dramatically dropped. That’s due in part due to Mexico’s enforcement, and Biden’s policies, which include severely restricting most asylum claims at the border .

But migration has diversified in the last few years. There is an unprecedented crisis of global displacement. When Harris was elected in 2020, 90% of immigration hailed from Mexico and Central America, according to an analysis by the Migration Policy Institute .

In 2023, only 49 percent of the encounters were with migrants from those four countries.

Today, immigrants arriving at the US Mexico border are fleeing from the crisis in Venezuela, the war in Ukraine and cartel violence in Ecuador, just to name a few.

A mixed track record

Harris’ record on immigration has been marred by policy blunders.

Her first international trip as vice president made clear her approach on immigration: addressing root causes to stop illegal migration.

In the summer of 2021, she traveled to Guatemala to meet with then-President Alejandro Giammattei. In a speech, she said that the Biden administration was committed to helping Guatemalans find “hope at home.”

But she also warned prospective migrants.

“I want to be clear to folks in this region who are thinking about making that dangerous trek to the United States-Mexico border,” Harris said. “Do not come. Do not come.”

Those three words: Do not come, were seen by many as a blunder . Latino advocates criticized the statement as paternalistic and tone-deaf, given the violent crises rattling the region.

For many immigrant advocates, that statement continues to haunt Harris’ candidacy.

“She needs to separate from Biden,” Portillo says. “She needs to speak to TPS holders and DACA holders for a plan for legalization, and a border plan that does not include throwing children in jail.”

But Harris has maintained that deterrence is essential: last year she announced $950 million in pledges from private companies to support Central American communities.

Judith Browne Dianis, the executive director of the D.C.-based civil rights organization Advancement Project, says Harris will now have to explain how she would tackle immigration if she were elected president.

“Is it a humanitarian response, or is there a criminalization response?” Dianis says. “We don’t need more criminalization. We don’t need a border wall. We need to get to the root causes. We need to make sure that people are taken care of.”

Criticism from GOP for not visiting the border enough

In early June 2021, Harris came under fire for not visiting the border. In an interview with NBC News , she was asked about Republican critiques.

“And I haven’t been to Europe,” Harris fired back. “I mean, I don’t understand the point that you are making.”

Her response was criticized by conservatives as disconnected and flippant towards border communities and agencies which have felt overwhelmed by the influx of migrants in recent years.

Harris’ first trip to the border came later that month, to El Paso, Texas. At a press conference there, she stated that migration “cannot be reduced to a political issue. We’re talking about children, we’re talking about families, we are talking about suffering.”

Earlier this year, Harris backed a Biden-endorsed bipartisan bill on border enforcement.

The measure would have added immigration detention beds, increased the number of U.S. Customs and Border Protection personnel and asylum officers, and funded technology to detect fentanyl smuggling at the Southern border. It passed in the Senate but failed to move forward after former President Donald Trump urged House Republicans to kill it.

But for many immigration advocates, Harris is their candidate.

Kerri Talbot, the executive director of the national advocacy organization Immigration Hub, called Harris a “strong defender and champion of American families, including their immigrant family members” in a statement Sunday.

“We have no doubt that she can step up to the challenge, counter Trump and JD Vance’s rhetoric and dark vision for democracy, and protect the progress we’ve made while delivering transformative change for our immigration system,” Talbot said.

Before VP, Harris was already pushing for reform

But Harris involvement with immigration goes way beyond her vice presidency, and her actions show a shift in policies.

When she was the district attorney in San Francisco, she backed a city policy that turned over to federal immigration authorities migrant juveniles suspected of committing a felony. In 2019, Harris’ campaign told CNN “this policy could have been applied more fairly.”

But as California’s attorney general, she had a different stance. In a 2015 interview with CBS Los Angeles, Harris said, “Unfortunately, I know what crime looks like. I know what a criminal looks like who's committing a crime. An undocumented immigrant is not a criminal.”

Harris became U.S. senator from California in 2017.

She was part of a Senate hearing on the Trump administration’s highly controversial separation policy, in which undocumented migrant children were separated from their parents at the U.S.-Mexico border, as a form of immigration deterrence. She questioned Trump officials, and said separating families can cause “irreparable harm.”

In 2019, she and several other Democratic senators reintroduced the Reunite Every Unaccompanied Newborn Infant, Toddler and Other Children Expeditiously (REUNITE) Act , “to expedite the reunification of separated immigrant families and promote humane alternatives for asylum-seeking immigrant families.”

When she ran for president in 2019, Harris unveiled an immigration plan that called for a path to citizenship for recipients of Deferred Action on Childhood Arrivals program, best known as DACA.

That’s similar to what the Biden-Harris campaign promised when they run in 2020. However, none of that has happened during the administration.

E Pluribus, Pauciores (Out of Many, Fewer): Diversity and Birth Rates

65 Pages Posted: 10 Jul 2024

Umit G. Gurun

University of Texas at Dallas

David H. Solomon

Boston College - Carroll School of Management

Date Written: July 01, 2024

In the United States, local measures of racial and ethnic diversity are robustly associated with lower birth rates. A one standard deviation decrease in racial concentration (having people of many different races nearby) or increase in racial isolation (being from a numerically smaller race in that area) is associated with 0.064 and 0.044 fewer children, respectively, after controlling for many other drivers of birth rates. Racial isolation effects hold within an area and year, suggesting that they are not just proxies for omitted local characteristics. This pattern holds across racial groups, is present in different vintages of the US census data (including before the Civil War), and holds internationally. Diversity is associated with lower marriage rates and marrying later. These patterns are related to homophily (the tendency to marry people of the same race), as the effects are stronger in races that intermarry less and vary with sex differences in intermarriage. The rise in racial diversity in the US since 1970 explains 44% of the decline in birth rates during that period, and 89% of the drop since 2006.

Keywords: Diversity, Fertility, Birth Rates, Race, Homophily, Trust

JEL Classification: J11, J12, J13, J15

Suggested Citation: Suggested Citation

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HOME PAGE: http://www.umitgurun.com

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The Graduation Part II: Graduate School Graduation Rates

This paper documents several facts about graduate program graduation rates using administrative data covering public and nonprofit graduate students in Texas. Despite conventional wisdom that most graduate students complete their programs, only 58 percent of who started their program in 2004 graduated within 6 years. Between the 2004 and 2013 entering cohorts, graduate student completion rates grew by 10 percentage points. Graduation rates vary widely by field of study--ranging from an average of 81 percent for law programs to 53 percent for education programs. We also find large differences in graduation rates across institutions. On average, 72 percent of students who entered programs in flagship public universities graduated in 6 years compared to only 57 percent of those who entered programs in non-research intensive (non-R1) institutions. Graduate students who do not complete may face negative consequences due to lower average earnings and substantial levels of student debt.

The conclusions of this research do not necessarily reflect the opinion or official position of the Texas Higher Education Coordinating Board, the Texas Workforce Commission, the State of Texas, or the National Bureau of Economic Research. This work was generously funded by Arnold Ventures.

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Swimming has a diversity problem. Can this generation of Olympians change that?

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When Maritza Correia McClendon started swimming in Puerto Rico, she stood out because of her talent, not the color of her skin.

“There’s a lot of diversity in Puerto Rico,” said McClendon, who is Black and Latino, as are one in five people on the island.

Then her Guyanese-born parents moved to Florida when she was 8. Though she had become even faster in the pool, that was no longer the first thing people noticed about her.

“I remember a parent telling me, ‘What are you doing here? You should go do track or you should go on a basketball court,’” she said. “They were almost shaming me for being that outcast on that pool deck.

“That is definitely traumatizing. It’s still hard for me. I do definitely still struggle with that confidence factor.”

McClendon overcame that to become the first Puerto Rican of African descent to make the U.S. Olympic swimming team , the first Black female to win an Olympic medal for the U.S. and the first Black American swimmer to hold a world record.

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In an effort to get others to follow her lead, McClendon is now among a growing number of former swimmers, coaches, officials and administrators working to make the sport more accessible and welcoming for people of color, from the grassroots level, where she was once shunned, to the Olympic team, where she shined.

The Paris Games has the opportunity to provide a big boost in those efforts when the swimming competition begins Saturday. Although only two of the 46 pool swimmers who will compete for the U.S. in Paris are Black — and none are Latino — those two, Shaine Casas , a three-time world champion, and Simone Manuel , a two-time Olympic champion and five-time Olympic medalist, have a chance to inspire a generation.

“If you’re not seeing somebody that you can relate to as a swimmer, then who’s going to be your role model?” said Steve Roush, executive director of Southern California Swimming, the grassroots affiliate of USA Swimming and the largest of the nation’s 59 local swim committees. “When you’ve seen over the last few years people like Simone Manuel, interests in the Black population say, ‘Hey, I guess we can swim. I guess there are spots for us.’ If they’ve never seen a Black on an Olympic or national team, then it’s really hard for them to think, ‘That’s what I want to do.’”

USA Swimming says less than 5% of the athletes registered with the federation are Black or Latino. Those groups account for 31% of the U.S. population. The level of representation on the Olympic team is no better. The reason for that has little to do with talent.

“It’s not an athletic thing,” said Nic Askew, coach of the swim team at Howard University, the only HBCU to compete in the sport. “Anyone of any race and culture can be an amazing athlete in anything. But when you look at the history and the neglect, it absolutely is more social and socioeconomic.”

Until the last half of the 20th century, Black people and Latinos were commonly prohibited from using public pools and beaches. When those bans were lifted, the lack of swim facilities in inner-city neighborhoods became a new impediment to the sport.

“It’s very, very expensive,” McClendon said. “Not only for the person to learn how to swim, but also for the community to keep a pool open. The cost of the water, the chemicals, lifeguards. Every part of it tends to be very expensive.

“That’s a big hurdle. Another one is generational trauma. When our parents were growing up in segregation, they weren’t even allowed to go to the pool. So there became a fear of going to the water.”

That lack of access has had consequences that stretch beyond making an Olympic team. According to a 2021 study conducted by the USA Swimming Foundation and the University of Memphis, more than two-thirds of Black children do not know how to swim. The number is 45% for Latino children. As a result, the Centers for Disease Control and Prevention found the rate of drowning deaths among Black children aged 10-14 is 7.6% higher than whites of the same age while the rate for Latinos rose 25% between 2019 and 2022.

“Swimming,” McClendon said, “is the only sport that is also a life-saving skill.”

Yet as long as children of color don’t see themselves represented there, they will continue to believe swimming is not for them. That makes the Olympics — and especially the presence of athletes such as Casas, Manuel and Cullen Jones, the first Black American swimmer to break a world record — so important.

Casas, 24, a former world champion in the backstroke, will swim the 200 individual medley in Paris. That event begins Aug. 1. Manuel, who turns 28 next week, will swim the 4x100 freestyle relay Saturday and the individual 50 freestyle next week. She won gold medals in the 100 freestyle and the relay in Rio de Janeiro in 2016 and won a relay bronze in Tokyo three years ago.

If both can repeat their success in France, it could provide a big boost to make swimming more diverse in the U.S.

Progress is being made on other fronts as well. In Paris another barrier will fall — and another example will be created — when Anthony Nesty, a former gold medalist for Suriname and the coach at the University of Florida, becomes the first Black head coach of a U.S. Olympic men’s swim team. At the grassroots level, Roush said nearly a fifth of Southern California Swimming’s 20,000 athletes are Latino, a record for the region.

“The participation’s there,” he said. “I think we are reflective of the diverse ethnicity within Southern California. But these numbers aren’t reflective of what’s out there on the national scene.”

Making those numbers reflective of the population at large is important for a number of reasons, said Richard Lapchick, president of the Institute for Diversity and Ethics in Sport at the University of Central Florida.

Tennis, for example, shed its country club image when Serena and Venus Williams began to dominate the sport. That has not only brought more fans and more revenue to the sport, it has brought more and diverse participants as well, with the number of people playing the sport in the U.S. increasing by 33% between 2020 and 2023.

Not surprisingly that growth was most dramatic among people of color with the number of Latino players growing by 90% over that three-year period while Black participation increased by 46%.

2024 Paris Olympics

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“In any area, if you’re not raising a population that is representative of the entire country, you’re excluding [many] that could have been [great],” Lapchick said.

“Part of the reason why it would be helpful if [swimming] was more diverse, there are people who won’t pay attention to swimming because they look at it as a sport that’s exclusive rather than inclusive.”

Without the Williams sisters, we might never have gotten Coco Gauff. And without Black Olympic gymnastics champion Gabby Douglas, we might never have gotten Simone Biles. Over the next nine days, Casas and Manuel have a chance to do the same for Black and Latino swimmers. That opportunity is a fleeting one that only comes around once every four years.

“The one time historically that swimming is at the top of the media or a topic of conversation is during the Olympics,” Askew said. “But the Olympic cycle is every four years. So to be able to see athletes like Shaine and Simone now, it’s phenomenal.

“This is a space that a Black person can be at this elite level.”

More to Read

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July 31, 2024

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July 29, 2024

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Minnesota Law

Myron Orfield

Professor myron orfield discusses race to the bottom between public and charter schools in minneapolis and saint paul  .

Professor Myron Orfield commented in the Star Tribune about proposed changes in St. Paul Public Schools that would emulate the charter schools model.

St. Paul, Minnesota's second-largest district, has long recognized its diversity, the Star Tribune reports, "Dual-language programs are among its most popular. But the district has picked up the pace of new offerings in recent years with moves designed in part to reclaim market share lost to charter schools that often cater to families of specific backgrounds and offer culturally specific environments." However, Orfield counters that this may not be the right move. He says, "emulating charter schools with their culturally affirming programming can lead to an over-concentration of poor, single-race student bodies and abysmal test scores."

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Paul Krugman

Trump’s Cynical Attempt to Pit Recent Immigrants Against Black Americans

By Paul Krugman

Opinion Columnist

Obviously, the big political news of the past couple of days has come from the Democratic side. But before last week’s Republican National Convention fades from view, let me focus instead on a development on the G.O.P. side that may, given everything else that has been happening, have flown under the radar: MAGA rhetoric on immigration, which was already ugly, has become even uglier.

Until now, most of the anti-immigration sloganeering coming from Donald Trump and his campaign has involved false claims that we’re experiencing a migrant crime wave.

Increasingly, however, Trump and his associates have started making the case that immigrants are stealing American jobs — specifically, the accusation that immigrants are inflicting terrible damage on the livelihoods of Black workers.

Of course, the idea that immigrants are taking jobs away from native-born Americans, including native-born Black Americans, isn’t new. It has, in particular, been an obsession for JD Vance, complete with misleading statistical analysis , so Trump’s choice of Vance as his running mate in itself signals a new focus on the supposed economic harm inflicted by immigrants.

So, too, did Trump’s acceptance speech on Thursday, which contained a number of assertions about the economics of immigration, among them, the notion that of jobs created under President Biden, “ 107 percent of those jobs are taken by illegal aliens” — a weirdly specific number considering that it’s clearly false, because native-born employment has risen by millions of jobs since Biden took office.

What seems relatively new, however, is the attempt to pit immigrants against Black Americans. True, Trump prefigured this line of attack during his June debate with Biden, when he declared that immigrants are “ taking Black jobs ,” leading some to mockingly question which jobs, exactly, count as “Black.”

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