Undergraduate / For Good Measure: ApplyTexas Topic A; Interacting with people with different beliefs/experiences [4]

Any critiques/comments are welcome! I'm hoping that I'm addressing the prompt somewhat correctly. And if there is a different approach I could take based on my topic.

Essay A Topic: Describe a setting in which you have collaborated or interacted with people whose experiences and/or beliefs differ from yours. Address your initial feelings, and how those feelings were or were not changed by this experience.

Don't focus on numbers.
It's not uncommon to hear this phrase uttered by reassuring teachers and fatigued students throughout one's educational career, especially in high school where, ironically, numbers seem to matter the most. This statement served as a soothing compress to the mind of my friends whenever school became too stressful and even became the mantra of several of my classmates. Though to be honest, this saying never sat well on my mind or rolled off my tongue with such ease as others, thus making school either what makes me or breaks me.

When given this advice from counselors, teachers, and classmates I initially accepted it without question. I began to preface discussions about my standings in school with, "I know I shouldn't focus on numbers..." or "I'm trying not to focus on grades". My friends and family constantly reassured themselves as well as myself, that grades aren't everything; following it up with the cliché "You are not a number". However, the more it was regurgitated, the more it felt like it was invalidating my hard work. In an ideal world, I would receive whatever grade I got willingly and with acceptance. I would vow never to focus on the number, but to focus only on my happiness and well-being. I wouldn't have to worry about the numerous exams steadfastly approaching or the essay deadlines looming above me. However, no matter how earnest I was to jump the carefree bandwagon, it was something I could not bring myself to do.

Now I'm not well versed in the intricacies and rules of sports but if you've been involved in any sports like I have, or if you're a fan, then you'll understand that scores matters. Succeeding with grace and humility alongside failing with comprehension and acceptance are skills that can only be learned when we keep score.

If I failed a test or a quiz, I'm losing. It's visual proof to me that I have to turn the game around before I reach the point of not being able to recover. Keeping track of my grades and class standing not only keeps my education on track but also causes me to respect the number because without it, I can lead myself into a false sense of accomplishment. I know I can. I've done it before. So while I don't want to be a student who only "focuses on numbers," I don't want to be a student who ignores it either. I've been in the shoes of both of these students. And only one emerges feeling accomplished in the end.

Furthermore, I am not a great measurer of success nor am I adept at determining what truly defines a person. Ultimately, it's all relative. I know what success and accomplishment feels like, of course even if it's just through the little instances scattered throughout my educational journey. And I know the admonishment one derives from not receiving the intended result. I just suppose it's the analytical and calculating part of me that desires a measurement of such feelings; being able to own the justification that my work is not in vain. I will focus on the numbers. I will focus on the numbers because when it comes to my education, the number is the only truth I know.