Hello! I am looking for advice or general comments on my supplemental essay for Fordham. This is the prompt:
Fordham, as a Jesuit university, recognizes the dignity, uniqueness and potential of each person. A Fordham education is student-centered and rooted in close collaboration among students, faculty, and staff. Describe how you would contribute to our campus community as an actively engaged learner and leader. Specifically draw on your personal story, identity, experiences, strengths, and perspectives (300 words).
my summary is like this: i appriciate human dignity, especially since i grew up in a rural area. i saw prejudice/injustice through a racist symbol, and it effected me and how i thought about my community. i did rigorous thinking on it and instead of fighting with something i couldnt, i focused my attention to bettering my community directly, specifically through student groups and on-campus organizations, becoming a leader. in conclusion, i learned that while i cant change everyone's minds, i can still create healthy discussion and support those effected by marginalization.
"Human dignity is a value I hold very dear to my heart- I came to this realization quickly while growing up in rural Virginia.
Each morning, I drive by a house flying a Confederate flag. Soaring 50 feet in the air, supported by heavy-duty concrete, it appears larger than life. Seeing it brings me shame: shame that my community embraces such a deep-rooted symbol of hate, and that, because I'm from here, others may see it as representing me, too.
Rather than focusing on the flag's existence, I instead redirected my attention to those affected by prejudice, instead of those spreading it. At my international school, I listened to students from various backgrounds share their discomfort with the flag. Many of them, especially those from outside the U.S., expressed that they felt alienated, especially when local students portrayed it as a non-issue. With half of my classmates being local and the other half international, there was clearly a divide, and yet, it inspired me to be a mediator for both to be heard and supported.
With this, I sought leadership roles that would bring together both groups of students. I joined my school's Unity Council, where I worked alongside other student leaders to organize events that encourage diversity and school-wide understanding of different backgrounds.
Additionally, I became a director in a youth-in-policy group, teaching civic literacy to an international audience. Both these experiences taught me ways to promote respect and friendship across diverse cultural, racial, and religious groups, even when perspectives differ.
Dignity is an inherent right- whether I understand or agree with different perspectives. My goal is to further educate myself and others, bringing people together while also acknowledging the offensiveness that certain opinions carry. I believe Fordham's guidance will help me become a more intellectually curious, connected person."
Fordham, as a Jesuit university, recognizes the dignity, uniqueness and potential of each person. A Fordham education is student-centered and rooted in close collaboration among students, faculty, and staff. Describe how you would contribute to our campus community as an actively engaged learner and leader. Specifically draw on your personal story, identity, experiences, strengths, and perspectives (300 words).
my summary is like this: i appriciate human dignity, especially since i grew up in a rural area. i saw prejudice/injustice through a racist symbol, and it effected me and how i thought about my community. i did rigorous thinking on it and instead of fighting with something i couldnt, i focused my attention to bettering my community directly, specifically through student groups and on-campus organizations, becoming a leader. in conclusion, i learned that while i cant change everyone's minds, i can still create healthy discussion and support those effected by marginalization.
"Human dignity is a value I hold very dear to my heart- I came to this realization quickly while growing up in rural Virginia.
Each morning, I drive by a house flying a Confederate flag. Soaring 50 feet in the air, supported by heavy-duty concrete, it appears larger than life. Seeing it brings me shame: shame that my community embraces such a deep-rooted symbol of hate, and that, because I'm from here, others may see it as representing me, too.
Rather than focusing on the flag's existence, I instead redirected my attention to those affected by prejudice, instead of those spreading it. At my international school, I listened to students from various backgrounds share their discomfort with the flag. Many of them, especially those from outside the U.S., expressed that they felt alienated, especially when local students portrayed it as a non-issue. With half of my classmates being local and the other half international, there was clearly a divide, and yet, it inspired me to be a mediator for both to be heard and supported.
With this, I sought leadership roles that would bring together both groups of students. I joined my school's Unity Council, where I worked alongside other student leaders to organize events that encourage diversity and school-wide understanding of different backgrounds.
Additionally, I became a director in a youth-in-policy group, teaching civic literacy to an international audience. Both these experiences taught me ways to promote respect and friendship across diverse cultural, racial, and religious groups, even when perspectives differ.
Dignity is an inherent right- whether I understand or agree with different perspectives. My goal is to further educate myself and others, bringing people together while also acknowledging the offensiveness that certain opinions carry. I believe Fordham's guidance will help me become a more intellectually curious, connected person."
