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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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Speech on Cultural Programme

Cultural programmes are vibrant celebrations of art, tradition, and community. They offer a peek into the diverse cultures that make our world so colorful.

You might have seen or been part of such events. They bring joy, foster unity, and promote a deeper understanding of our shared heritage.

1-minute Speech on Cultural Programme

Ladies and gentlemen, boys and girls, today we are here to celebrate a very special event – our Cultural Programme. This is not just a gathering. It’s a festival of colors, music, dance, art, and most importantly, our shared heritage.

In this first part, let’s talk about the importance of cultural programmes. They are not just for fun. They are a way for us to learn about different cultures. We get to see the beautiful clothes, hear the unique music, taste the delicious food, and witness the amazing dances of different cultures. It’s like taking a trip around the world without leaving our seats!

Next, let’s think about how these cultural programmes bring us together. We are all different. We come from different places, we have different beliefs, and we have different ways of doing things. But when we come together to celebrate our cultures, we see that our differences are what make us special. They are what make us unique. And in this uniqueness, we find unity.

Finally, let’s not forget the role of cultural programmes in education. They are not just for entertainment. They are a chance for us to learn. We learn about history, about traditions, about values. We learn about respect, about tolerance, about acceptance. We learn that despite our differences, we are all human. We are all equal.

So, let’s celebrate. Let’s celebrate our cultures. Let’s celebrate our differences. Let’s celebrate our unity. And let’s celebrate our humanity. Because that’s what cultural programmes are all about. Thank you.

Also check:

2-minute Speech on Cultural Programme

Ladies and Gentlemen, Boys and Girls,

Culture is like the air we breathe. It is everywhere, surrounding us, shaping us, and filling our lives with color, joy, and meaning. Today, we are here to celebrate the power and beauty of culture through our cultural programme.

Firstly, let’s talk about what a cultural programme means. It’s like a big, colorful painting. Each stroke of the brush represents a different tradition, a different story, a different way of life. When all these strokes come together, they create a beautiful picture that tells us who we are and where we come from. A cultural programme is a stage where we display this painting for everyone to see and appreciate.

Secondly, a cultural programme is a bridge. It connects us to our roots and helps us understand our history. It is a journey back in time where we meet our ancestors, learn about their lives, their struggles, and their triumphs. Through this journey, we learn to appreciate the richness of our heritage and understand the value of preserving it for future generations.

Fourthly, a cultural programme is a seed. It plants in us the love for art, music, dance, drama, and literature. It nurtures our creativity, encourages us to express ourselves, and helps us grow as individuals. It shows us that culture is not just something we inherit, but also something we create and contribute to.

Finally, a cultural programme is a party. It is a time for us to come together, to share, to laugh, to dance, to sing, and to enjoy. It is a time for us to take a break from our busy lives and to celebrate the simple joys of being human.

We also have speeches on more interesting topics that you may want to explore.

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Community Essay Examples

When crafting your college applications, writing strong essays is essential. Through your essays, you demonstrate who you are–from your values and passions to your lived experiences. Indeed the personal statement is the most common college essay. However, you will also likely have to write some supplemental essays as part of your college application requirements. One of the most common supplemental essay types is the community essay. This essay type is also known as a describe the community you live in essay, cultural diversity essay, or community service essay.

In this article, we will introduce several community essay examples. Most importantly, we’ll describe why they are considered college essays that worked. Specifically, we will share community essay examples from the two schools:

• Princeton University
• Columbia University

By studying these admissions essay samples, you can see what makes these college community essay examples strong and apply those same principles to your writing.

Reviewing Types of College Essays

Each school has different supplemental essay prompts for their college application requirements. However, there are a few types of essays that are most common. By becoming familiar with these essay types, you can begin to brainstorm and strategize what you will write about early on. You might start as early as sophomore or junior year in high school. 

Now, let’s take a look at the most common supplementary essay questions.

Common Supplementary Essay Questions

1. why school.

A Why School essay is, as it sounds, about why you wish to attend a specific institution. The key to answering this prompt well is to be specific. You should identify examples of what you like about a school. Avoid general comments such as “it is a top school” or “it is diverse.” Share specific programs, professors, teaching approaches, cultural elements, or unique opportunities such as research or study abroad.

2. Why Major

The Why Major essay asks you to share specific reasons behind your choice of major and how it relates to your future goals. A strong response to a Why Major essay will highlight your specific motivations. But it will also connect those motivations to a school’s unique opportunities. For example, perhaps you wish to be a pre-law history major, and the school you are applying to offers law-related internships. By highlighting these specific connections, you draw a compelling connection between yourself and the school.

3. Extracurricular Activity

Many schools ask you to describe an extracurricular activity that is particularly meaningful for you. When responding to this question, do not feel limited to only talk about the most popular extracurricular activities for college applications, like clubs or sports. Consider all of the activities you do outside of school. Then choose the one that is most meaningful to you. Also, give specific examples of how you grew or made an impact within your extracurricular activities for college.

4. Community Essay

The Community Essay can have slightly different angles to it. But, the uniting factor is that the school wants to know how you engage with others around you. Some types of community essays are a describe the community you live in essay or a cultural diversity essay. In recent years, the cultural diversity essay has been a more common college application requirement.

Coming up, we will share a bit more about how to break down community essay prompts. We’ll also take a look at college essays that worked. By reading these examples, you’ll know how to approach these common prompts.

How to identify a community essay?

While community essays can have slightly different focuses, they all share the goal of learning about where you come from. A supplemental essay prompt might ask you to share more about your background via a group you are part of. This is likely a community essay. Indeed, a community essay can also be called a describe the community you live in essay, or a cultural diversity essay. Other college community essay examples focus on how you will contribute to a college campus. Finally, in a describe a community you belong to essay example, you will see that students highlight any community that is meaningful to them.

You may be wondering why so many colleges have community essays as a college application requirement. For one, many colleges use a holistic admissions process. This means they care about all aspects of who you are, not simply your grades and test scores. How you engage with your communities shows them your character and values. For example, a describe the community you live in essay example about visiting church every Sunday demonstrates your commitment to religion. Similarly, a cultural diversity essay helps colleges learn more about your cultural background. 

Additionally, colleges want to learn more about how you will engage with their on-campus community. You’ll notice this important factor in the college community essay examples we will share. To some degree, how you have engaged with previous communities can be an indicator of how you will show up on their campus.

How is a community essay different?

As we mentioned, community essays can have slightly different focuses. Some prompts ask you to write a describe the community you live in essay. These types of community essays are more like cultural diversity essays. 

Keep in mind that the word “community” can have many different meanings. A community can be your school, church, or neighborhood. It could also stem from your interests. For example, your dance or robotics team can form your community.

Some community essay prompts want to know specifically how you help strengthen your communities. These types of essays are considered a community service essay. Another term for community service is “civic engagement.” An example of civic engagement might be getting people in your cultural community to sign up to vote. Or, another could be helping with church fundraisers to ensure that your local community has the resources it needs to thrive. 

In sum, the keywords you might see in a community essay prompt are “civic engagement,” “community service,” “serve your community,” “contribute to your community,” or “diversity.” No matter how it’s phrased, your essay should demonstrate the impact you’ve had on your community–whichever one you choose to highlight. 

What are some examples of community essays?

In this article, we will share several community essay examples. Specifically, we will highlight Princeton essay examples and Columbia essays examples. Let’s look at these two colleges’ essay prompts. 

The first Princeton supplemental essay prompt is a part of our college community essay examples and our cultural diversity essay examples. Here is the prompt:

Princeton Community Essay Prompt #1: Cultural Diversity Essay and College Community Essay Examples

Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. as a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. what lessons have you learned in life thus far what will your classmates learn from you in short, how has your lived experience shaped you  (please respond in 500 words or fewer.).

In this cultural diversity essay prompt, Princeton wants to know about your lived experiences. By this, they refer to any experiences that have shaped you profoundly. A lived experience can be a specific event, such as experiencing a car crash or winning an award. Or, it could be a set of experiences that resulted from life circumstances, such as being a first-generation college student or having taken a gap year .

This essay prompt will also lead to college community essay examples. Indeed Princeton wants to read about your lived experiences and how they impacted you. But, they also want to know how you will bring those lessons to the Princeton community, should you enroll . Also, note that this prompt mentions challenging ideas and beliefs via conversation. As you respond, look for ways to highlight how you have engaged in fruitful dialogue and how you would do so at Princeton.

To answer this prompt effectively, share specific examples. Additionally, be sure to answer all parts of the prompt. 

Princeton has a second supplemental essay prompt that focuses on how you engage with your community outside of the classroom. The prompt is as follows: 

Princeton Community Essay Prompt #2: Civic Engagement

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. how does your own story intersect with these ideals (250 words or fewer) .

To answer this prompt well, you must highlight specific examples of how you have positively impacted your community. As a starting point, consider which of your communities you have most engaged with. How have you done so and what results did you have?

The Columbia Community Essay Prompt is another of our college community essay examples. It is a cultural diversity essay, as well. Here is the prompt: 

Columbia Community Essay Prompt: A Cultural Diversity Essay

A hallmark of the columbia experience is being able to learn and thrive in an equitable and inclusive community with a wide range of perspectives. tell us about an aspect of your own perspective, viewpoint or lived experience that is important to you, and describe how it has shaped the way you would learn from and contribute to columbia’s diverse and collaborative community. (150 words or fewer).

While this prompt is similar to Princeton’s, it also references perspectives and viewpoints. In doing so, the prompt opens you up to share opinions or values that are important to you. You might consider highlighting values in your family or community that you either hold close or disagree with. 

Note that Columbia also highlights the word “collaborative” in this prompt. This indicates that your cultural diversity essay should also show how you collaborate with others.

Which schools require a community essay?

In addition to Princeton and Columbia, many other schools have community essays as part of their college application requirements. Here are some other examples of community essay prompts:

In this UNC-Chapel Hill prompt , you must describe a specific example of how you made an impact on a community. The prompt reads:

The University of North Carolina – Chapel Hill: A Community Service Essay Prompt

Discuss one of your personal qualities and share a story, anecdote, or memory of how it helped you make a positive impact on a community. this could be your current community or another community you have engaged. (250-word limit).

In responding, be sure to highlight what community you are referencing, the specific impact you made, and what personal quality helped you do so.

This prompt from UMichigan is a describe a community you belong to essay example, as well as a cultural diversity essay:

The University of Michigan: Describe a Community You Belong to Essay Example

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. (required for all applicants. 1,500 character limit.).

In addition to describing the community, make sure to share how you engage with it and what it has taught you. Remember that community is a broad term. So, for this prompt you can respond with any type of community in mind, whether physical or cultural. In contrast to the describe the community you live in essay, you do not have to be geographically close to the community you describe here.

Duke University: Cultural Diversity Essay Prompts

Duke offers students five supplemental prompts to choose from, of which they can reply to two. Of these supplemental prompts, four are examples of cultural diversity essays:

1. We believe a wide range of viewpoints, beliefs, and lived experiences are essential to maintaining Duke as 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.

2. we believe there is benefit in sharing or 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, 3. 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., 4. we recognize that not fully “fitting in” a community or place can sometimes be difficult. duke values the effort, resilience, and independence that may require. feel free to share with us circumstances where something about you is different and how that’s influenced your experiences or identity..

Each of these prompts is a slightly different type of cultural diversity essay, from sharing a range of opinions to not fitting in within a community. Choose the essay prompts that most resonate with you. And share specific examples that bring your cultural diversity essay to life.

In this Yale University supplemental prompt , you must choose a community that you feel connected to and describe why it is meaningful. Here’s the prompt:

Yale University: Describe a Community You Belong to Essay Example

Reflect on your membership in a community to which you feel connected. why is this community meaningful to you you may define community however you like. (400-word limit).

When responding, be sure to highlight what you have learned or how you have grown from this community. In contrast to a describe the community you live in essay, this essay can be about any community, near or far, that resonates with you. Indeed, the prompt gives you plenty of leeway in what you consider community. 

When responding to the UC system prompts , you must choose four of the eight available personal insight questions. One of the PIQs is a community service essay prompt:

The University of California Personal Insight Question: A Community Service Prompt

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 a 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.

Similar to many of the other prompts, when answering this question, be sure to identify the specific impact you made on your community.

Now that we have looked at various examples of community essay prompts, we can explore community essay examples. Reading essay examples is a great way to get inspired to write your own college essays. 

In each of the highlighted college essays that worked, note what the author did expertly. Rather than trying to copy their responses, topics, or ideas, consider how you can apply those same skills to your writing. 

Princeton Community Essay Examples

In this section, we will highlight Princeton essay examples that respond to their two community essay prompts: a cultural diversity essay and a community service essay. 

The first of our Princeton essay examples responds to the following Princeton prompt: 

Princeton Essay Examples #1: Cultural Diversity Essay

Now, let’s take a look at a student’s response to this prompt focusing on lived experiences. 

Princeton Essay Examples #1 Student Response

I have spent most of my life living in a 41% minority town of 1.8 square miles called Highland Park, NJ. This typically overlooked town has introduced me to a diverse array of people, and it has been the main influence on my life experiences and core values.

In the face of distinct cultures and customs, we forge a single identity as Highland Parkers and come together to organize large community events. The most prevalent example is our highly touted annual Memorial Day parade, where we join together with neighboring New Brunswick to invite military service members, family members of our fallen war heroes, our legislative and congressional representatives, and our townspeople. Moreover, as our high school band’s vice president, I help organize and lead our ensemble into these performances with a positive and uplifting spirit. We communicate with the town government and arrange the performances every year to perform at the parade. The parade is an example of many of our large community events that serve as a unifying force for our diverse community, reminding us that we are fundamentally connected as one cohesive group, despite our differences. 

As someone deeply interested in historical and political matters, I am well aware of the consequences that arise from dictatorial protocols that limit the freedom of speech and diversity of voices. From my experiences debating in Model UN conferences, I have grown accustomed to being able to present viewpoints from both sides of the argument, and I have learned to incorporate and respect the viewpoints of all sides of an issue before making up my own mind. For example, in a Model Congress debate, I found myself advocating for the interests of a state heavily reliant on traditional fossil fuels. While researching and articulating that perspective, I gained insights into the economic challenges faced by the states that are reliant on these resources. This experience not only broadened my understanding of the complexities surrounding environmental policies but also highlighted the necessity of considering diverse viewpoints for comprehensive decision-making. 

My background and experiences have fostered in me a profound appreciation for the value of diversity, inclusivity, and the pursuit of knowledge. At Princeton University, I will seek to contribute as an active participant in the community, actively provide unique perspectives and insights, and respect and learn from others’ perspectives even if there are disagreements. I wish to partake in student government, which has like-minded peers who want to make a substantive impact, and also participate in service programs like the Civic Leadership Council. Also, I hope to increase my impact from the leadership positions I currently hold on the Red Cross club and teen mayoral advisory council using the platforms in Princeton. I look forward to making a positive impact on both the campus and the broader community. 

Why This Cultural Diversity Essay Worked

In the first of our Princeton essay examples, the student successfully responds to all parts of the Princeton prompt. They begin by describing their community and sharing some details about its makeup. Indeed, the first sentence hooks the reader–it is unique and compelling. 

Then, the student illustrates how they specifically contribute to their community each year by leading the high school band in the Memorial Day parade. They also highlight how their experience in Model UN shaped their appreciation for diverse perspectives. In sharing these two examples, the student demonstrates their leadership and open-minded thinking. Finally, the student ends by highlighting how they would use these values to contribute to Princeton’s community– by partaking in student government and Civic Leadership Council, among other activities.

In the second of our Princeton essay examples, the student responds to the second Princeton prompt which is: 

Princeton Essay Examples #2: A Community Service Essay

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. how does your own story intersect with these ideals (250 words or fewer).

And, here is a student’s response:

Princeton Essay Examples #2 Student Response

My first experience with the Red Cross was when my older sister was desperately trying to recruit people to join the club during the harsh COVID year. Things were so bad for the club that I, as a freshman, ran for the position of treasurer unopposed. My first blood drive experience was marked by masks, social distancing, and low turnout among blood donors. Even many donors who showed up ended up being turned away due to health-related issues. Needless to say, it was not the greatest first high school service experience, and I admittedly started to doubt if the time I spent on this front was worth it. 

However, as we returned in person, things quickly turned around. As the vice president of the club, I helped recruit more than twice the club membership compared to the previous year, and our blood drives started to regain momentum; our blood targets have been exceeded every time since. Organizing and participating in blood drives has become a passion. It’s fulfilling, especially when I personally donate, to know that I’m actively serving the community and saving lives. I have realized that, despite my relatively young age, I am capable of making an impact through public service. I plan to continue my commitment to the Red Cross’s adult program and participate in service programs like Community Action at Princeton to serve the Princeton community and abroad.

Why This Essay Worked

In this admissions essay sample, we learn about a student’s volunteerism with the Red Cross as an example of civic engagement. This essay works for several reasons. First, it provides a specific example of the student’s civic engagement and demonstrates their impact by becoming vice president and increasing membership. Secondly, the essay provides an honest take on the struggles of this service experience, which lends credibility and authenticity to the story. 

The student also demonstrates an important lesson learned. This aligns with Princeton’s values– that students can have a positive impact on society. 

Columbia University Essay Examples

In this section, we will highlight Columbia essays examples that landed students admission to the prestigious Ivy League university. The first of our Columbia essays examples is written by the same student who responded to the first Princeton prompt above. Here’s a reminder of the Columbia prompt: 

As you read the example below, notice how the student edited their Princeton cultural diversity essay to meet the prompt and lower word count for Columbia:

I have spent most of my life living in a 41% minority town called Highland Park, NJ. This typically overlooked town has introduced me to a diverse array of people, and it has been the main influence on my life experiences and core values. 

HP has convinced me that we can build institutions that are strong and united while embracing a wide variety of voices and perspectives. It has shaped my core values of diversity and inclusion. An English teacher used to encourage me to talk in front of the class by saying even if I believed my thoughts were “dumb,” I could only enrich the conversation.

At Columbia University, I will seek to continue my contributions as an active participant in the community and look to actively provide unique perspectives and insights. Actively engaging in student groups such as ColumbiaVotes will be a big part of my experience. 

The Columbia essay prompt only allows for a 150-word response. This could pose a challenge for many students. What makes this essay among the Columbia essays examples that worked is how succinctly it completely answers the prompt. 

The response begins by hooking the reader with a relevant detail of the student’s community. Then, the student shares how this community shaped them by influencing their values of diversity and inclusion. Finally, the student shares how they would engage with a Columbia organization that also supports diverse viewpoints. Though short and sweet, this response clearly answers all parts of the Columbia prompt. 

More Community Essay Examples

The final of our community essay examples is a community service essay. Let’s look at how student framed their service experience:

“I don’t believe that’s the best way to do this.” 

The moment I thought this the first time I volunteered at my local soup kitchen was one that resulted in a drastic change. When I was informed of the way the food was being served to the public, the initial excitement that I had felt diminished. We were told that the plates would be served before anyone arrived and would remain in an area where people could pick it up and seat themselves. I felt that this method was impersonal and inconsiderate, and disappointment washed over me. 

I turned to the people that were around me and discovered that they shared the same disapproval I felt. When we agreed that a change must be made, we exchanged ideas on how to present this to the woman in charge of the program. I suggested that we should serve each person one-by-one, and only give them the food if they wanted to/could eat it. They suggested multiple ideas, including that we should offer to seat them, hold their plates for them, continue to check in on them, and dispose of their plates once they finish their meal. We believed that this way would genuinely make them feel better and would allow us to get to know some of them personally. A simple smile and conversation could be enough to improve their day. 

From this day on, the way in which the local soup kitchen serves our community has changed dramatically. This experience taught me the importance of speaking up for what you believe in. In a group setting, it is likely that there will be others who share the same end goal and are willing to contribute different ideas to achieve the goal. These different perspectives can allow you to see situations in ways that you previously hadn’t, and can result in better outcomes. It also showed me the importance of leadership.

If I had never spoken up about the way the food was being served, a change might have never happened. When you work in the group, the end goal may not be for the benefit of anyone in the group, but for others who are in need. This experience also showed me the beauty in doing good for others and making others happy, even through small things such as serving them food to their liking.

In this community service essay, the student shares their experience volunteering at a soup kitchen. Volunteering at a soup kitchen is not necessarily unique in the list of extracurricular activities for college applications. However, the student highlights several aspects of the experience that make it meaningful to them. 

To start, the student shares their experience challenging the way that food was served. The student suggested that food be served directly to attendees in order to better connect with community members. Through this experience, the student learns about leadership and working with others to achieve a common goal. This specific example demonstrates the student’s collaborative values and compassionate way of thinking, both of which are great attributes to highlight in college applications.

How To Write A Community Essay

As we saw in the community essay examples, there are several hallmarks of college essays that worked. To write a good community essay, whether it be a community service essay, a cultural diversity essay, or a describe the community you live in essay, you must start by understanding the prompt. Once you have carefully read through the prompt, brainstorm examples from your own life that relate to it. Sharing specific details and examples will make your response stronger and more unique. 

Additionally, showcase how you grew throughout your response. In each of the community essay examples we shared, the student discussed a skill or perspective they developed through their experiences. Finally, connect your response to the school you are applying to. If you are writing a cultural diversity essay, for example, demonstrate how you would contribute to the cultural diversity at that school, both inside the classroom and in your extracurricular activities for college.  

Topics To Avoid In Your Community Essay

When writing community essays, there is technically no topic that you cannot discuss. However, how you discuss certain topics is important. 

For example, in a community service essay, it is important to not come off as a savior of a community with less privilege than yourself. Similarly, if you are writing a describe the community you live in essay or a cultural diversity essay, you will want to avoid stereotyping any community. Speaking from your own personal experience as a member of a community is fine. However, generalizing your experience to the community at large can come across as insensitive to that community’s diversity. To avoid these pitfalls, have a variety of people read your community essay examples and look for these dynamics.

Additional Tips for Community Essays

We’ve highlighted the strengths in the community essay examples above. Now we will now share some more tips for making your community essays a strong part of your college applications:

Tips for Writing Community Essays

1. research the college.

When reviewing our college community essay examples, you will notice that students highlight specific clubs, programs, or groups on campus to which they will contribute. If you are specific, you demonstrate real interest in the school which adds strength to your college applications.

2. Tell a story

In each of the college essays that worked, students gave details that told a full story . This story incorporated where they come from and what they learned through their experiences. Rather than telling us who they were, the students used this particular story to show us.

As the college admissions landscape gets ever more competitive, students are sometimes tempted to read other students’ essays and copy ideas. Or, more recently, they may even want to use artificial intelligence to write their essays. However, AI and other students’ experiences won’t show admissions who you really are. Don’t worry about whether you have the best extracurricular activities for college or the most unique cultural diversity essay. Instead, talk about the experiences that truly matter to you. By being honest, you are more likely to come across as convincing and interesting. In each of our college community essay examples, students presented a true and well-thought-out response to the prompts.

Other CollegeAdvisor Essay Resources to Explore 

As you work on your college applications, you might be in search of additional resources. CollegeAdvisor has a wealth of webinars and articles that can help you navigate writing your essays. Here are a few:

More CollegeAdvisor Resources for Essays

1. short essay examples.

Some of the cultural diversity essays you may write will be short, meaning that they are 150 words or less. This article with short essay examples can help you understand how to write short and sweet cultural diversity essays.

2. Cultural Diversity Essay Examples

In this article , you will find additional examples of cultural diversity essays. Many community essays are also cultural diversity essays. As such, becoming familiar with how students write about their cultures is useful.

3. The Ultimate Guide to Supplemental Essays

In this webinar , CollegeAdvisor experts provide a rundown of how to write strong supplemental essays for your college applications. In particular, this webinar will help you decode essay prompts and make sure you answer each prompt fully.

4. Editing Your Supplemental Essays

Once you have read up on college community essay examples and written your cultural diversity essays, you might need help editing them. This webinar will provide tips for how to edit your supplemental essays effectively.

Community Essay Examples – Final Thoughts

Completing your college applications can be a daunting task, especially when you must write multiple essays. For some students, writing cultural diversity essays is challenging. These prompts ask you to dig deep and reflect upon your life influences.

In this guide to community essays, we provided an overview of what a community essay is and how to respond to the different types of community essay prompts. We shared cultural diversity essay examples and describe the community you live in essay examples. We also described what makes these essays strong and how they meet college application requirements. 

In short, the key to writing stand-out essays is to be authentic and thorough in your responses. If you need additional help writing your cultural diversity essay, seek out the support of a trusted resource like CollegeAdvisor. We are here to help you craft the best college applications that could gain you admissions to the school of your dreams!

This article was written by Courtney Ng. Looking for more admissions support? Click here to schedule a free meeting with one of our Admissions Specialists. During your meeting, our team will discuss your profile and help you find targeted ways to increase your admissions odds at top schools. We’ll also answer any questions and discuss how CollegeAdvisor.com can support you in the college application process.

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The Importance of Cultural Activities in School

• by Team Varthana
• Posted on January 13, 2023
• in Education

There is often debate about the importance of cultural activities in students’ lives. Some argue that students go to school primarily to gain knowledge, not to participate in extracurricular activities. However, this perception is changing as schools and parents are starting to recognize the importance of cultural activities for holistic development. 

Today, organizations not only look at a candidate’s academic achievements, but also their participation in cultural activities. These activities help students develop a range of skills and knowledge in different contexts and more importantly, allow them to learn about themselves. Cultural activities provide students opportunities to express themselves, build confidence, and develop social skills that are essential for their development, and it is important to consider them as a crucial part of the education.

Additionally, participation in cultural activities can improve the academic performance of students. According to research by the National Center for Education Statistics , participation in cultural activities enhances students’ sense of engagement or attachment to their school, and improves their attendance and performance in academics. Engaging in extracurricular activities can motivate students and encourage them to explore their potential. It also helps in the physical, behavioral, and social development of students. The exposure to a variety of activities and opportunities to express themselves, build self-esteem, and develop social skills, all can contribute to the overall development of a student, and can contribute positively to their academic performance.

What are Cultural Activities?

Cultural activities are events or practices that reflect the traditions, values, and creative expressions of a particular community or group. They play an important role in preserving cultural heritage and fostering a sense of identity. 

Cultural Activities in School

Cultural activities are non-academic pursuits that provide students a platform to explore their interests and develop aesthetically, artistically, historically, intellectually, or socially. Different types of activities are carried out in schools, such as sports, dance, painting, music, festival celebrations, and photography are important for the overall development  of the children.

Here are some specific examples:

Festivals are celebratory events that mark significant cultural or religious occasions. They often include traditional music, dance, food, and rituals that highlight the customs of a community.

Performing Arts

Activities such as theater, dance, and music performances showcase cultural stories and artistic expressions. These performances help in preserving traditional art forms and promoting cultural exchange.

Crafts and Art Exhibitions

Crafts and art exhibitions display traditional and contemporary artworks, including paintings, sculptures, and handmade crafts. These activities provide a platform for artists to share their work and keep cultural practices alive.

Cultural Workshops

Workshops teach various traditional skills, such as pottery, weaving, or cooking traditional dishes. They offer hands-on experience and help individuals learn and appreciate cultural practices.

Heritage Tours

Heritage tours involve guided visits to historical sites and landmarks. These tours educate participants about the history and significance of cultural heritage, fostering a deeper understanding of the past.

What are the Objectives of Cultural Activities in School ? 

Cultural activities serve several important purposes in preserving and promoting cultural heritage. They help communities connect with their traditions and foster a sense of belonging. Here are the key objectives:

Preserve Traditions

Cultural activities help in maintaining and passing down traditional practices, rituals, and art forms from one generation to the next. This ensures that cultural heritage remains intact and continues to be valued.

Foster Community Engagement

These activities bring people together and create a sense of community. They provide opportunities for individuals to share experiences, collaborate, and strengthen social bonds within the group.

Promote Cultural Understanding

By showcasing different cultures through events, performances, and exhibitions, cultural activities increase awareness and appreciation of diverse traditions. This fosters mutual respect and understanding among different groups.

Enhance Creative Expression

Cultural activities encourage individuals to express themselves creatively through various forms of art, music, and performance. This helps in nurturing artistic talent and providing a platform for creative exploration.

Support Economic Development

Events like festivals and exhibitions can attract visitors and boost local economies. They create opportunities for small businesses and artisans to showcase their work and generate income.

What is the Importance of Cultural Activities in School?

Here are 6 benefits why cultural activities are important in school:

1. Improves Academic Performance

Participation in cultural activities improves the overall academic performance of students. Research shows that taking part in cultural activities enhances reading, mathematics, and grades. These activities help students refresh their minds and boost brain function, leading to better concentration and higher grades. Additionally, cultural activities promote creativity and enhance learning skills.

2. Builds Confidence and Self-esteem

Participating in cultural activities and achieving success in them can boost students’ self-esteem. Each student has their own skills and interests. When they are given opportunities to explore what they are passionate about, it improves their confidence and self-esteem.

3. Increases Sense of Commitment

Cultural activities can be an effective way to foster commitment among students. When students participate in activities beyond the academic curriculum, they must balance their schoolwork with these cultural pursuits . This helps them understand their responsibilities and develop a sense of commitment.

4. Offer Scholarship Opportunities

Many colleges and universities have quotas and scholarships for extracurricular activities . If students excel in an activity and win prizes, it can help them gain admission and receive fee reductions for their studies.

Also Read: Math Games For Struggling Students

5. Learn Different Skills

Cultural activities provide the chance to develop skills beyond reading and writing. They help students acquire new skills that can be applied to their lives, such as leadership, teamwork, collaboration, and problem-solving, which prepare them for school life.

6. Enhance Social Skills

When students spend time with others who have similar interests, they have opportunities to learn about different backgrounds and perspectives. These activities help students develop important skills such as friendship, communication, and tolerance, which are highly valued in today’s world as organizations look for individuals who can work with diversity.

Examples of Cultural Programs in Schools 

Cultural programs in schools help students engage with and appreciate various aspects of culture and heritage. Here are five examples of such programs:

Cultural Festivals

Cultural festivals celebrate different traditions and holidays. They often include activities like traditional dances, music performances, and food stalls, allowing students to experience and learn about various cultural practices.

Art Exhibitions

Art exhibitions showcase students’ artwork, including paintings, sculptures, and crafts. These exhibitions provide a platform for students to express their creativity and learn about different artistic styles and techniques.

Theater Performances

Theater performances involve students acting out plays or skits. These performances can be based on historical events, literature, or cultural stories, helping students understand and appreciate different narratives and dramatic arts.

Music and Dance Competitions

Music and dance competitions encourage students to perform and compete in various genres. These events help students develop their skills, appreciate diverse music and dance forms, and build confidence in their abilities.

Cultural workshops offer hands-on experiences in traditional crafts, cooking, or other cultural activities. These workshops allow students to learn and practice specific skills, providing a deeper understanding of different cultural traditions.

What is the Role of Cultural Activities in Student Development?

Cultural activities play a significant role in the overall development of students. They contribute to personal growth, social skills, and academic enhancement. Here’s how:

Enhances Creativity

Participating in cultural activities like art, music, and drama stimulates creativity. This helps students think outside the box and apply creative solutions in various aspects of their education and life.

Builds Confidence

Engaging in performances or presentations boosts students’ confidence. Successfully performing in front of an audience helps them overcome stage fright and gain self-assurance.

Improves Social Skills

Cultural activities often require teamwork and collaboration. Working with peers on projects or performances enhances students’ communication, cooperation, and social interaction skills.

Fosters Cultural Awareness

Through cultural activities, students learn about different traditions, practices, and perspectives. This broadens their understanding of the world and promotes respect for diversity.

Encourages Emotional Expression

Cultural activities provide a safe outlet for students to express their emotions. Activities like theater or music allow students to explore and manage their feelings in a constructive manner.

Supports Academic Achievement

Involvement in cultural activities can enhance academic performance by improving focus, discipline, and problem-solving skills. The skills developed through these activities often translate into better study habits and academic results.

It is crucial for schools to foster students’ exploration of their interests and skills by offering opportunities for participation in cultural activities. This adds value and benefits to students’ lives, both academically and personally. Through cultural activities, students can gain a deeper understanding of themselves and gain diverse perspectives, which will help them understand life better and live it to the fullest.

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1. What is the concept of cultural activities?

Cultural activities encompass a range of artistic, social, and educational pursuits that celebrate and promote cultural heritage, fostering a sense of identity and community.

2. Why is it important to do cultural activities?

Engaging in cultural activities is crucial as they enhance creativity, promote diversity, and instill a deeper understanding of traditions, contributing to overall personal and social development.

3. Why are cultural events important?

Cultural events hold significance as they provide a platform for communities to showcase their heritage, promote inclusivity, and build strong social bonds. With Varthana’s school loans, leaders can build campuses that support enriching cultural activities, providing children with a vibrant space for growth.

4. How is culture important in school?

Culture is important in school as it provides students with a sense of identity and belonging. It enriches the learning environment by introducing diverse perspectives and traditions, promoting respect and understanding among students.

5. How to organize cultural activities in school?

To organize cultural activities in school, plan events that reflect diverse traditions and interests, such as festivals, art exhibitions, or performances. Involve students in the planning process and ensure activities are inclusive and well-structured to engage all participants.

6. What is the role of the teacher in cultural activities?

The teacher’s role in cultural activities includes facilitating and guiding the planning and execution of events. Teachers help students understand the significance of the activities, support their participation, and ensure a positive and educational experience.

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7. What is the purpose of cultural activities in school?

The purpose of cultural activities in school is to enrich students’ learning experiences by promoting creativity, social interaction, and cultural understanding. These activities aim to build a supportive community, enhance personal development, and celebrate diverse traditions.

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Beyond the Classroom — The Unexpected Lessons Learned During Cultural Exchange

Virtually every international student comes to the United States with some idea of their goals academically. After all, studying abroad is still very much that — spending time in an American classroom, learning alongside other teens and receiving grades just like a normal high-schooler.  But for cultural exchange students, the lessons learned during a semester or year abroad are much more profound than those learned within a classroom. In fact, studying overseas as a teen or young adult can equip a student with a range of “soft skills” and experiences that will better prepare them for future academic and professional success.

But for many prospective exchange students and their biological families, there’s still quite a bit of mystery around exactly what types of learning they might experience while studying and living overseas. How truly different can life in the United States really be, and are these lessons that are worth the emotional and mental challenges of cultural exchange?

If you or your child is considering becoming a cultural exchange student, consider these incredible lessons they’ll learn while living abroad — from the host families that witnessed it!

Cultural Exchange students’ academic experience in the US is often more well-rounded.

International students often bring an exceptional level of academic skill and accomplishment to their classrooms in the United States. That said, what many students have not experienced before is the opportunity take a number of “elective” classes in subjects as wide-ranging as music, theatre, sports, woodwork, and even speech and debate.

For students used to more “straightforward” academic classes in school, this offers a unique opportunity.  It will push a student to go far outside of their comfort zone. Rather than being confined to textbooks and in-class discussions alone, cultural exchange students often count the social elements of elective classes as their favorite part of studying in the US!

Just take it from Christie, a two-time host mom: “Over the last two years, I have noticed that, yes, our students might be better in math or science — but they have not learned other key social skills that our [own children] get from taking [elective] classes,” she says.

“I think the one recent connect [my family] as discovered is that in some countries, schools are all academic and don’t [provide] the opportunities for more social-type [classes].”

“Over the last two years, I have noticed that, yes, our students might be better in math or science — but they have not learned other key social skills that our [own children] get from taking [elective] classes.”

Exchange students learn self-reliance and emotional independence.

While studying overseas in a cultural exchange program, many teens experience taking care of both their emotional and physical needs independently for the first time. This could be as simple as making themselves breakfast before morning classes or navigating their way home on the bus. While these experiences may seem insignificant on the surface, it’s these responsibilities that often have the greatest impact on students in the long-run.

For Debbie, a host mom from Iowa who recently hosted a student from China attests to these small victories as major milestones for young students. “The one thing that [our exchange son] was most proud of as his program concluded was his ability to wake up each morning on his own with the help of an old-fashioned alarm clock,” she says. “It meant a lot to show his mom he was capable of being responsible for himself even after his program ended.”

Research into the benefits of international study support Debbie’s experience with her student. In fact, one study of German college students found that those who spent either a semester or year abroad rated higher in openness to new experiences, agreeableness and emotional stability than those who did not. Simply put, students that study abroad will be much better prepared to tackle the emotional and mental challenges that come with building a career.

“The one thing that [our exchange son] was most proud of as his program concluded was his ability to wake up each morning on his own with the help of an old-fashioned alarm clock. It meant a lot to show his mom he was capable of being responsible for himself even after his program ended.”

Only children that live with “host siblings” learn to better interact and share space with others.

Many students that study abroad are only children themselves. They are matched with a host family that has one or more children already. This gives only children a unique opportunity to have “bonus” sisters and brothers with which they can learn to interact.

Host mom Sara from Washington attests to her experiences with a Spanish exchange son.  It was one of the most profound lessons she and her student learned during his time abroad. “Our Spanish son was an only child at home but one of five here. He learned how to be a part of a family and be responsible for others as well as himself,” she says. “He learned that his actions affect others, even if he didn’t immediately realize they did.”

In fact, one study of only children and those with siblings found that kids who grew up with brothers or sisters were more sympathetic to others’ needs.  That sympathy is often a trait linked with stronger “prosocial” skills in later life like helping and sharing. Every student has a unique experience with their host families and siblings. Having the opportunity to experience a different family structure could benefit a student for many years into the future.

“Our Spanish son was an only child at home but one of five here. He learned how to be a part of a family and be responsible for others as well as himself.” He learned that his actions affect others, even if he didn’t immediately realize they did.”

Cultural Exchange students gain perspective on their traditions, values, and beliefs in relation to others.

Students that study overseas are very unlikely to end up in a host family that operates just like their own biological families at home. Even the most “compatible” host families have very different traditions, values, and beliefs than that of their exchange student.

When a student lives with a host family, they are often encouraged to learn about other ways of doing things. They are encouraged to actively embrace them as well. After all, teens living with American host families are expected to take part in family traditions.  Just like their host siblings do and often are exposed to positive experiences they might not have had if they stay firmly within their cultural comfort zones.

Lisa attests to both of her students find the experience of eating dinner as a family as novel and unique. “[They] both marveled at us eating dinner as a family each night,” she laughs. “It apparently wasn’t something they experienced back home very often!”

Of course, it’s not just the experience in and of itself that proves a major benefit to studying overseas. According to research into the impact of novel experiences on the brain, people that regularly step outside of their comfort zone are more likely to reach what researchers call “ optimal anxiety ”. More simply, when slightly elevated levels of stress help our brains develop new neural pathways and boost productivity.

For young people, these experiences are often found right at home with their host families. Environments are comfortable and safe enough to venture outside of their comfort zones without overloading on stress.

“[They] both marveled at us eating dinner as a family each night. It apparently wasn’t something they experienced back home very often!”

Studying abroad can open students’ eyes to the future they truly want.

Rarely do young people just graduating from high school truly understand what they want from their future.  Both academically and professionally. For many, it’s much easier to follow a set route of study or default to the hopes of their parents.

That said, studying overseas permits a student to see different environments, opportunities, and possibilities.  Those that were not readily available to explore when living in their home countries. Many cultural exchange students have never left their home city for a substantial amount of time before studying abroad. They may not truly grasp how vast their choices really are.

Take one student from China who had, for many years, assumed they would study at Stanford University in college. That was a choice influenced by his parents. After studying in a small town in the United States, he quickly recognized his preference for smaller liberal arts institutions and the cultural charms of the Midwest. Today he studies within the same general area in which he studied in high school.  He is well on his way to graduating with his college degree!

It goes without saying: international education goes far beyond the classroom. Cultural exchange is a wonderful way for young people to become more open-minded, worldly, mature and socially confident. If you’re still searching for a once-in-a-lifetime opportunity for your child to learn and grow in more ways than one, consider cultural exchange. It’s the learning opportunity and adventure of a lifetime!

We invite you to read more about hosting a foreign exchange student . If you have specific questions about hosting, check out our host family FAQ page . You can also read testimonials from our past and current host families. When you feel ready, complete our host family interest form and our area representative will get in touch with you.

You can also get involved by joining our team of Area Representatives! Help match host families and exchange students and bring the world closer together, while making a supplemental income.

References:

German College Student Study

Sibling Study

Optimal Anxiety 

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Culture Programme

List of main activities in 2020.

• Meeting related to the project “Safeguarding of Hassan Fathy’s Architectural Legacy at New Gourna” (New Gourna, Luxor, 15 February 2020).
• Celebration of the 40th Anniversary of the Completion of the UNESCO Campaign to Save the Monuments of Nubia, organized at the National Museum of the Egyptian Civilization (NMEC), Fustat, 10 March 2020.
• Online Celebration of the World Heritage Day (18 April) .
• Intangible Cultural Heritage (ICH) community-based inventorying Pilot exercise of “Strengthening national capacities for safeguarding Intangible Cultural Heritage in Egypt for sustainable development”.
• Online Platform Meeting on the COVID-19 and Museums in Egypt (Cairo, 5 May 2020).
• Online Seminar on the Amarna Archaeological Site in Egypt (Cairo, 2 June 2020).
• UNESCO/E-JUST Webinar Series on Heritage Science and Africa: Session 1 on Ethnographic Museums and African Art (Online, Alexandria, 27 June 2020).
• First Coordination Meeting of the Project for the Museum of Islamic Arts (MIA) (Online – Cairo, 26 July 2020). (unesco.org)
• UNESCO/Art D’Egypte ResiliArt Debate (Online – Cairo, 30 August 2020).
• UNESCO/E-JUST Webinar Series on Heritage Science and Africa: Session 2 on Museums and Sustainable Development in Egypt and Sudan (Online – Alexandria, 5 September 2020)
• Online Training of Trainers on the Underwater Cultural Heritage Management for Sustainable Development (14 – 16 December 2020)

Other Activities

More on this subject

Other recent news

English Compositions

Notice Writing on Cultural Programme in School [With PDF]

In this session, you will learn how you can write a notice on Cultural Program in School. Here I will write four sample notices for a holistic understanding of the topic. So, let’s get started. 

Maria’s Day School, Kolkata

10 January 2022

CULTURAL PROGRAMME

All the students of our school are hereby notified that our school is going to organise a cultural programme on the 23rd of January to celebrate the birth anniversary of our beloved freedom fighter, Netaji Subhash Chandra Bose. The Programme will have elements of music, dance and drama. The drama will be based on the life of Netaji and will showcase his childhood as well as his involvement in the struggle for India’s independence.

Students who are interested in playing a role in the drama or participating in dance and music-based performances are requested to contact their class teachers and submit their names by the 13th of January. All the students are invited to enthusiastically participate in the event. Those who want to learn more details about the programme can contact the undersigned. 

(Signature) 

[AYAN DAS] Head Boy

St. Pious Convent School, New Delhi

9 December 2021

All the students are hereby notified that our school is going to organise a cultural programme on the 24th of December to celebrate Christmas. Like every year, there is going to be a drama focused on the birth of our saviour as well as multiple other skits, music and dance performances. The songs and dance routines have already been finalized by the board of teachers.

Students who are interested in playing a part in the drama or participating in other skits, music and dance performances are requested to contact their respective class teachers and submit their names by the 12th of December. The students who are interested in volunteering during the programme are also requested to contact their class teachers. All the students are expected to participate enthusiastically. For more details, please contact the undersigned. 

[SISTER AMANDA]  Vice Secretary 

Stephen’s High school for boys and girls, Delhi

15th April 2022

Cultural Program in school

It is to inform all students from classes V to XII that the 25th Literary and Cultural Festa will be organized by our institution on 20th April, at 4 pm. The venue for the event is the school auditorium. Several events will be there to emphasize the pre-colonial Vedic era where India produced her own traditions and cultural content.

Interested students can participate and submit their names in the office by tomorrow. Also, those willing to participate as volunteers can also submit their names. Everyone should report by 3;30. Later comers will not be allowed to enter the hall. Your constant support is always expected. For more information please contact the undersigned.

(Signature)

[Apurva Sharma] President of school cultural affairs.

Abhinava Dance Academy, Bangalore

15th April 2020

Cultural program

It is to inform all students of Kathak and Bharatnatyam that the 10th Dhara Abhinava Cultural fest will be organized by our institution on 20th June, at 7 pm. The venue is the Kalashram institution auditorium. It is a three-day cultural organization where several worthy dancers and lecturers from different parts of the world will take part and share with you all the aesthetics of dance performance and the theories we associate with it.

A small inaugural program by the senior students of the institution will be held. The program will start at 5 pm daily and so participants and the audience are advised to report to the venue by 4:30. All are advised to be present in decent clothes. No discriminating action is allowed. For more information contact the undersigned.

[Raj Sekhar Subhramanian] Mentor and president.

In this lesson, I have written these notices in very simple language for a better understanding of all kinds of students. Hopefully, after going through this session all your doubts regarding this context have been cleared. If you still have any, kindly let me know through the comment section below. And keep browsing our website for more such content.

Join us on Telegram to get all the latest updates on our upcoming sessions. Thank you for being with us. All the best. 

Our First Program Manager Dr. James Blake Looks Back

By James T. Blake, Ph.D.

In June 1999, Dr. James Blake was appointed by Simulation, Training and Instrumentation Command (STRICOM) as ICT’s first Program Manager and was with us until March 2003 . After a distinguished career, including Program Executive Officer (PEO) for Simulation, Training and Instrumentation (PEO STRI); Head of Contracting Activity (HCA); and SVP, Integrated Training Solutions, Cubic Global Defense (CGD), Dr. Blake is now an independent consultant / senior mentor (full bio below). After honoring us with his presence at ICT 25 , Dr. Blake looks back at his involvement with the UARC over the years.

I was asked to comment on how I got involved in the University of Southern California (USC) research activities. Wow. That was a quarter century ago. I was amazed they remembered me, and I was honored to be asked. So, I will give it a go.

In the mid-to-late nineties, there was a lot of excitement about this nexus of military, academia, and the entertainment industry. It appeared that among other things it offered the prospect of revolutionizing military training. In the Army, the Simulation, Training & Instrumentation Command (STRICOM) was the premier provider of training solutions. They were the procurement part of the triad of Requirements, Funding, and Buying.

JOINING STRICOM

STRICOM certainly had a keen interest in improving the Army’s training systems and devices. But they had no experience managing a University Affiliated Research Center (UARC) . The Commanding General at the time was Bill Bond and the command was looking for someone to manage this new entity called the Institute for Creative Technologies (ICT). They wanted someone with a military background, an advanced degree, and perhaps more importantly experience in basic and applied research.

I checked all these boxes. I retired from the military (27 years of experience) as the Army’s Senior Uniformed Army Scientist with my last two assignments at Georgia Tech and the Army Research Laboratory. I also had industry experience focused on modeling and simulation. So, I was asked if I could help. I was a researcher at Texas A&M (TAMU) at that time, and I agreed to become an Intergovernmental Personnel Act employee (essentially, on loan to the Army from TAMU) to be the first Program Manager at STRICOM for ICT. 

To me this was a very exciting opportunity to build a research portfolio from scratch. The program was to have Basic and Applied Research funding, something STRICOM had not previously controlled. But this was something I had managed while on active duty, and I looked forward to the challenge.

DEVELOPING A RESEARCH PLAN

Starting with a blank sheet of paper and broad guidance from Army Senior leaders including Secretary of the Army, Louis Caldera , and the Chief Scientist, Dr. Mike Andrews , we had to decide on research areas and then develop specific programmatic efforts that supported those areas. Of course, at the beginning we needed staff and office space. And then an official opening and statement of vision that all three parties (military, academia, and Hollywood) could embrace and support. This was accomplished in good order.

My more enduring task was to develop the specific projects and accompanying contract actions to implement the program. ICT was eager to get going and the leadership at the time was great to work with including Richard Lindheim , William Swartout , James Korris , and Cheryl Birch . On my end, I had an engineer (Alesya Paschal and then Karen Williams) and a contracting officer (Melissa Fauber). And Major General Bond’s and later Brigadier General Steve Seay’s support. And sometimes – top cover with the Army leadership. There was clearly a learning curve for ICT and for me. But success was on everybody’s mind.

At the executive level, I worked with the Army senior leaders to flesh out Executive Advisory and Technical Advisory Boards and establish a battle rhythm. At the operational level, I worked with the ICT leadership and researchers to make sure the agreed projects met the cost, schedule, and performance metrics established for the various projects. Many of the projects were by nature multi-year in scope, but we collectively sought to produce some demonstrable progress in each area. Products included refereed research papers, demonstrations, and presentations to various audiences.

ENTER HOLLYWOOD

Part of my time I spent learning Hollywood terms, and I gave as much as I got. 

After all, I was fluent in Army lingo and the current state of Army training devices. I took many folks from the ICT and supporting writers and directors to military installations to see how the Army conducts training. 

Sites visited included Fort Benning (now Fort Moore), GA, the Home of the Infantry, and the National Training Center at Fort Irwin, CA. The entourage got to ride in military vehicles and shoot real bullets. 

This led to several proposals to improve the training experience – exactly what the Army hoped for. One device developed was the Joint Fires & Effects Trainer System (JFETS) located at Fort Sill, OK. This transformed the way we trained Soldiers to control indirect fire like artillery.

IMPACT OF 9-11

While I was at ICT, 9-11 happened and changed my outlook. I wanted a more direct impact on supporting the military. 

About that time, the long-time Deputy Commander of STRICOM, Jim Skurka, decided to retire, so I applied for that position. After many months, I was selected for the job. 

About the time I joined STRICOM, it was reorganized as a Program Executive Office (PEO). STRICOM was a subordinate element of the Army Materiel Command and the PEOs reported to the Assistant Secretary of the Army (Acquisition, Logistics and Technology) (ASA(ALT)). Some of the engineering staff were assigned to the Army Research, Development and Engineering Command (RDECOM) under AMC; ICT management moved to RDECOM too. It was no longer under the wing of PEO STRI. RDECOM has since moved from AMC to the Army Futures Command (AFC) and been renamed the Combat Capabilities Development Command.

I went on to become the PEO and served for nearly a decade. Perhaps I am the longest serving Army PEO. And during that time, I kept an overwatch of the ICT because they continued to provide a fresh look at the way the Army trains.

It was great to be invited to the 25th Anniversary of ICT . I saw many familiar faces and some new ones. 

They are in a different building. But one thing has not changed – they continue to make a difference. In fact, while I was at the festivities, USC was notified by the Army that ICT was approved for another 5-year contract.

Congratulations – I look forward to following your contributions to basic and applied research that benefit the Army and the Nation.

James T. Blake, Ph.D.

Dr. Blake is an Independent Consultant and Senior Mentor with Military, Government, Academia, and Small-to-Large Business Experience. He retired from industry as the Senior Vice President for Integrated Training Solutions at Cubic Global Defense (CGD), where he had P&L responsibility for supporting U.S. military programs, Foreign Military Sales, and customers with industry-leading training products and services. Prior to joining CGD, he served as the Program Executive Officer for Simulation, Training and Instrumentation (PEO STRI) and the Head of Contracting Activity (HCA).

Dr. Blake served as the PEO for nine years. He was responsible for providing materiel solutions and services in modeling, simulation, training and test/instrumentation to support the Soldier. PEO STRI annually executed a multi-billion-dollar program and supported a Foreign Military Sales (FMS) program for forty countries. He holds level-three certifications in six acquisition career fields.

He was the Deputy Program Executive Officer prior to assuming the duties as the PEO. His prior government assignment was at the Simulation, Training and Instrumentation Command (STRICOM) as the Program Manager for the Institute for Creative Technologies (ICT), the internationally recognized University Affiliated Research Center for Advanced Modeling and Simulation.

Dr. Blake is also a veteran. He entered the military as a Private in the U.S. Army and completed his military career as a Colonel. He is a dual-rated Master Army Aviator. During his military career, Dr. Blake served in many positions and locations, including aviation operations in Vietnam. His last military assignment was as the Army’s Senior Uniformed Army Scientist.

His awards include Induction into the National Center for Simulation (NCS) Hall of Fame in recognition of significant contributions to advancements in modeling and simulation. The National Training and Simulation Association (NTSA) Governor’s Award for Lifetime Achievement in Training & Simulation. The Meritorious Executive Presidential Rank Award, which reflects continuous leadership commitment for superior organizational achievement and a strong dedication to development of the workforce.

Dr. Blake is a graduate of the U.S. Army Command and General Staff College, the Defense Systems Management College, and the U.S. Army War College. His civilian education includes a B.S. degree in Accounting from the University of Tampa, an M.S. degree in Systems Engineering from the Naval Postgraduate School, and a Ph.D. degree in Computer Science from Duke University.

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Inside Australia's best women's rugby program

The Bull Sharks will run onto Ballymore Stadium on Sunday aiming for the premiership three-peat. 

We ask student athletes Gabriella Rivers and Zoe Hanna to explain the secrets to the Bull Sharks’ incredible consistency and capacity for continual improvement. 

What can you tell me about Shannon Symon as a coach? How has it been working with him this season?

Gabriella:  

I haven’t been here for the entire season, but Shannon has worked with us before and coming in this season he has brought intensity and passion into the team. I can tell he really cares about us as people and as players. I know he has our backs, win or lose. He has full faith in us as a team which feels really good as a player. He allows us to express ourselves and our strengths on the field. 

I think each coach brings a different style and perspective to change how we play. Shannon is a very passionate and committed man and puts his heart into everything for the girls. He is a wise coach who brings a ton of rugby IQ and rugby experience to the team which we are always grateful for. 

Is the Women’s rugby program as good as you thought it would be? 

The women’s rugby program at Bond I think has really grown in the past couple of years. There is much more equality than before, more promotion, more opportunity. There is definitely more that needs to be done but it’s going in a positive direction. But as a foreign player, I can say that the expectation and standard of Australian rugby has been meet, for sure. 

The women on the team are phenomenal. We have a ton of younger girls who are extremely talented and eager to continue to improve. The culture within the team is all about playing for each other and just having a good time which is all anyone could ask for. 

What’s the belief like in the team heading into these finals?

Going into any final there is always pressure, stress and nervousness. But, going into this final that feeling of pressure has been balanced out by the belief in ourselves and the confidence we all have in the systems of our game that Shannon, Lawrence and Beau have coached all season. If we can maintain and follow those systems, I think there would be a lot of confidence on the field.

The team’s belief is the same as it has always been. We go out there and play for each other. As mentioned before, we have an extremely talented team that can get the job done regardless of who we are against.  

Do you have any team superstitions that play out before each game?

Gabriella: 

Yes, of course. I have a specific sports bra I like to wear, it’s just the most comfortable one I own. Cold shower in the morning before I leave to wake me up and a coffee for an extra wake up call. Not sure if those count as superstitions, but habits maybe.

We always love to have a dance before warm-up. It’s been done before each game this season and it’s a great way to loosen up and not get too caught up in nerves. It’s a great way to get moving and have a laugh before we switch on. 

How are you enjoying this season? 

It’s been short but very memorable. There have been some new girls, which have all brought in new personalities, playing styles, and skills. We have lots of depth, which makes playing and training more competitive. A decent mixture of experience and youth, lots of learning and growth. I can’t ask for much more. 

I think every season has its ups and downs, that is footy, but the culture is what is most important. I love playing with this team and showing everyone just how talented all the girls are. I am immensely grateful for the season we have had so far and hopefully looking to finish it off well. 

Which players do you think will make their mark in these finals?

The obvious answer is Mel Wilks, she has always been a star. But I can definitely name a few more that will be making a difference. Zoe Hanna, she’s not only a workhorse, but has those moments of breaking the line at the most unsuspecting moments. Tyler Birch, she’s got good control of the game as an eyes up, ball playing number 9. And her defence is solid, she has put me down a few times in training. Dianne Waight is a stunner to watch with ball in hand. Honestly my job at centre is to get the ball to her, let her run. And Amahli Hala, the most unpredictable player, makes it impossible to defend her but very exciting to watch. 

I don’t think anyone can go past Mel Wilks. She is a phenomenal player who has so much talent and such a great rugby IQ. Jemma Bemrose and Lucy Thorpe are other key players. They are some of the hardest working in our team so having them on the field is always a benefit. Amahli Hala is incredible also. Honestly, it's hard to pick any one player because  our entire team is so talented.  

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