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• How to Write a Diversity Essay | Tips & Examples

How to Write a Diversity Essay | Tips & Examples

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

Table of contents

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

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

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

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

Why schools want a diversity essay

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

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

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

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

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

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

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

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

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

Keep the focus on you

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

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

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

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

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

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

I felt culturally homeless.

Speak from your own experience

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

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

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

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

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

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

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

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

Include your outlook, actions, and goals

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

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

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

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

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

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

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

Tailor your answer to the university

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

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

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

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

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

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

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

 Parts of speech

• Personal pronouns
• Conjunctions

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

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

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

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

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How to Write a Diversity Essay: 4 Key Tips

College Essays

If you're applying to college, you've probably heard the phrase "diversity essay" once or twice. This type of essay is a little different from your typical "Why this college?" essay . Instead of focusing on why you've chosen a certain school, you'll write about your background, values, community, and experiences—basically, what makes you special.

In this guide, I explain what a diversity college essay is, what schools are looking for in this essay, and what you can do to ensure your diversity essay stands out.

What Is a Diversity Essay for College?

A diversity essay is a college admissions essay that focuses on you as an individual and your relationship with a specific community. The purpose of this essay is to reveal what makes you different from other applicants, including what unique challenges or barriers you've faced and how you've contributed to or learned from a specific community of people.

Generally speaking, the diversity college essay is used to promote diversity in the student body . As a result, the parameters of this essay are typically quite broad. Applicants may write about any relevant community or experience. Here are some examples of communities you could discuss:

• Your cultural group
• Your race or ethnicity
• Your extended family
• Your religion
• Your socioeconomic background (such as your family's income)
• Your sex or gender
• Your sexual orientation
• Your gender identity
• Your values or opinions
• Your experiences
• Your home country or hometown
• Your school
• The area you live in or your neighborhood
• A club or organization of which you're an active member

Although the diversity essay is a common admissions requirement at many colleges, most schools do not specifically refer to this essay as a diversity essay . At some schools, the diversity essay is simply your personal statement , whereas at others, it's a supplemental essay or short answer.

It's also important to note that the diversity essay is not limited to undergraduate programs . Many graduate programs also require diversity essays from applicants. So if you're planning to eventually apply to graduate school, be aware that you might have to write another diversity statement!

Diversity Essay Sample Prompts From Colleges

Now that you understand what diversity essays for college are, let's take a look at some diversity essay sample prompts from actual college applications.

University of Michigan

At the University of Michigan , the diversity college essay is a required supplemental essay for all freshman applicants.

Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it.

University of Washington

Like UM, the University of Washington asks students for a short-answer (300 words) diversity essay. UW also offers advice on how to answer the prompt.

Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the University of Washington.

Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values, and viewpoints.

University of California System

The UC system requires freshman applicants to choose four out of eight prompts (or personal insight questions ) and submit short essays of up to 350 words each . Two of these are diversity essay prompts that heavily emphasize community, personal challenges, and background.

For each prompt, the UC system offers tips on what to write about and how to craft a compelling essay.

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you've faced and what you've learned from the experience. Did you have support from someone else or did you handle it alone?

If you're currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, "How has my life changed at home, at my school, with my friends, or with my family?"

7. What have you done to make your school or your community a better place?

Things to consider: Think of community as a term that can encompass a group, team, or place—like your high school, hometown, or home. You can define community as you see fit; just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community, or both? Did you work alone or with others to initiate change in your community?

Think about your community: How has it helped you? What have you done for it?

University of Oklahoma

First-year applicants to the University of Oklahoma who want to qualify for a leader, community service, or major-based scholarship must answer two optional, additional writing prompts , one of which tackles diversity. The word count for this prompt is 650 words or less.

The University of Oklahoma is the home of a vibrant, diverse, and compassionate university community that is often referred to as “the OU family.” Please describe your cultural and community service activities and why you chose to participate in them.

Duke University

In addition to having to answer the Common Application or Coalition Application essay prompts, applicants to Duke University may (but do not have to) submit short answers to two prompts, four of which are diversity college essay prompts . The maximum word count for each is 250 words.

We believe a wide range of personal perspectives, beliefs, and lived experiences are essential to making Duke a vibrant and meaningful living and learning community. Feel free to share with us anything in this context that might help us better understand you and what you might bring to our community .

We believe there is benefit in sharing and sometimes questioning our beliefs or values; who do you agree with on the big important things, or who do you have your most interesting disagreements with? What are you agreeing or disagreeing about?

We recognize that “fitting in” in all the contexts we live in can sometimes be difficult. Duke values all kinds of differences and believes they make our community better. Feel free to tell us any ways in which you’re different, and how that has affected you or what it means to you.

Duke’s commitment to inclusion and belonging includes sexual orientation, gender identity, and gender expression. Feel free to share with us more about how your identity in this context has meaning for you as an individual or as a member of a community .

Pitzer College

At Pitzer, freshman applicants must use the Common Application and answer one supplemental essay prompt. One of these prompts is a diversity essay prompt that asks you to write about your community.

At Pitzer, five core values distinguish our approach to education: social responsibility, intercultural understanding, interdisciplinary learning, student engagement, and environmental sustainability. As agents of change, our students utilize these values to create solutions to our world's challenges. Reflecting on your involvement throughout high school or within the community, how have you engaged with one of Pitzer's core values?

The Common Application

Many colleges and universities, such as Purdue University , use the Common Application and its essay prompts.

One of its essay prompts is for a diversity essay, which can be anywhere from 250 to 650 words. This prompt has a strong focus on the applicant's identity, interests, and background.

Some students have a background, identity, interest, or talent that is so meaningful, they believe their application would be incomplete without it. If this sounds like you, then please share your story.

ApplyTexas is similar to the Common Application but is only used by public colleges and universities in the state of Texas. The application contains multiple essay prompts, one of which is a diversity college essay prompt that asks you to elaborate on who you are based on a particular identity, a passion you have, or a particular skill that you've cultivated.

Essay B: Some students have an identity, an interest, or a talent that defines them in an essential way. If you are one of these students, then tell us about yourself.

In a diversity essay, focus on an aspect of your identity or cultural background that defines you and makes you stand out.

What Do Colleges Look for in a Diversity Essay?

With the diversity essay, what colleges usually want most is to learn more about you , including what experiences have made you the person you are today and what unique insights you can offer the school. But what kinds of specific qualities do schools look for in a diversity essay?

To answer this, let's look at what schools themselves have said about college essays. Although not many colleges give advice specific to the diversity essay, many provide tips for how to write an effective college essay in general .

For example, here is what Dickinson College hopes to see in applicants' college essays:

Tell your story.

It may be trite advice, but it's also true. Admissions counselors develop a sixth sense about essay writers who are authentic. You'll score points for being earnest and faithful to yourself.

Authenticity is key to writing an effective diversity essay. Schools want you to be honest about who you are and where you come from; don't exaggerate or make up stories to make yourself sound "cooler" or more interesting—99% of the time, admissions committees will see right through it! Remember: admissions committees read thousands of applications, so they can spot a fake story a mile away.

Next, here's what Wellesley College says about the purpose of college essays:

Let the Board of Admission discover:

• More about you as a person.
• The side of you not shown by SATs and grades.
• Your history, attitudes, interests, and creativity.
• Your values and goals—what sets you apart.

It's important to not only be authentic but to also showcase "what sets you apart" from other applicants—that is, what makes you you . This is especially important when you consider how many applications admissions committees go through each year. If you don't stand out in some positive way, you'll likely end up in the crapshoot , significantly reducing or even eliminating your chances of admission .

And finally, here's some advice from the University of Michigan on writing essays for college:

Your college essay will be one of nearly 50,000 that we'll be reading in admissions—use this opportunity to your advantage. Your essay gives us insights into your personality; it helps us determine if your relationship with the school will be mutually beneficial.

So tell us what faculty you'd like to work with, or what research you're interested in. Tell us why you're a leader—or how you overcame adversity in your life. Tell us why this is the school for you. Tell us your story.

Overall, the most important characteristic colleges are looking for in the diversity essay (as well as in any college essay you submit) is authenticity. Colleges want to know who you are and how you got here; they also want to see what makes you memorable and what you can bring to the school.

An excellent diversity essay will represent some aspect of your identity in a sincere, authentic way.

How to Write an Effective Diversity Essay: Four Tips

Here are some tips to help you write a great diversity college essay and increase your chances of admission to college.

#1: Think About What Makes You Unique

One of the main purposes of the diversity essay is to present your uniqueness and explain how you will bring a new perspective to the student body and school as a whole. Therefore, for your essay, be sure to choose a topic that will help you stand apart from other applicants .

For example, instead of writing about your ability to play the piano (which a lot of applicants can do, no doubt), it'd be far more interesting to elaborate on how your experience growing up in Austria led you to become interested in classical music.

Try to think of defining experiences in your life. These don't have to be obvious life-altering events, but they should have had a lasting impact on you and helped shape your identity.

#2: Be Honest and Authentic

Ah, there's that word again: authentic . Although it's important to showcase how unique you are, you also want to make sure you're staying true to who you are. What experiences have made you the person you are today? What kind of impact did these have on your identity, accomplishments, and future goals?

Being honest also means not exaggerating (or lying about) your experiences or views. It's OK if you don't remember every little detail of an event or conversation. Just try to be as honest about your feelings as possible. Don't say something changed your life if it really had zero impact on you.

Ultimately, you want to write in a way that's true to your voice . Don't be afraid to throw in a little humor or a personal anecdote. What matters most is that your diversity essay accurately represents you and your intellectual potential.

#3: Write Clearly, Correctly, and Cogently

This next tip is of a more mechanical nature. As is the case with any college essay, it's critical that your diversity essay is well written . After all, the purpose of this essay is not only to help schools get to know you better but also to demonstrate a refined writing ability—a skill that's necessary for doing well in college, regardless of your major.

A diversity essay that's littered with typos and grammatical errors will fail to tell a smooth, compelling, and coherent story about you. It will also make you look unprofessional and won't convince admissions committees that you're serious about college and your future.

So what should you do? First, separate your essay into clear, well-organized paragraphs. Next, edit your essay several times. As you further tweak your draft, continue to proofread it. If possible, get an adult—such as a teacher, tutor, or parent—to look it over for you as well.

#4: Take Your Time

Our final tip is to give yourself plenty of time to actually write your diversity essay. Usually, college applications are due around December or January , so it's a good idea to start your essay early, ideally in the summer before your senior year (and before classes and homework begin eating up your time).

Starting early also lets you gain some perspective on your diversity essay . Here's how to do this: once you've written a rough draft or even just a couple of paragraphs of your essay, put it away for a few days. Once this time passes, take out your essay again and reread it with a fresh perspective. Try to determine whether it still has the impact you wanted it to have. Ask yourself, "Does this essay sound like the real me or someone else? Are some areas a little too cheesy? Could I add more or less detail to certain paragraphs?"

Finally, giving yourself lots of time to write your diversity essay means you can have more people read it and offer comments and edits on it . This is crucial for producing an effective diversity college essay.

Conclusion: Writing Diversity Essays for College

A diversity essay is a college admissions essay that r evolves around an applicant's background and identity, usually within the context of a particular community. This community can refer to race or ethnicity, income level, neighborhood, school, gender, age, sexual orientation, etc.

Many colleges—such as the University of Michigan, the University of Washington, and Duke—use the diversity essay to ensure diversity in their student bodies . Some schools require the essay; others accept it as an optional application component.

If you'll be writing diversity essays for college, be sure to do the following when writing your essay to give yourself a higher chance of admission:

• Think about what makes you unique: Try to pinpoint an experience or opinion you have that'll separate you from the rest of the crowd in an interesting, positive way.
• Be honest and authentic:  Avoid exaggerating or lying about your feelings and experiences.
• Write clearly, correctly, and cogently:  Edit, proofread, and get someone else to look over your essay.
• Take your time: Start early, preferably during the summer before your senior year, so you can have more time to make changes and get feedback from others.

With that, I wish you the best of luck on your diversity essay!

What's Next?

You understand how to write a diversity essay— but what about a "Why this college?" essay ? What about a general personal statement ? Our guides explain what these essays are and how you can produce amazing responses for your applications.

Want more samples of college essay prompts? Read dozens of real prompts with our guide and learn how to answer them effectively.

Curious about what a good college essay actually looks like? Then check out our analysis of 100+ college essays and what makes them memorable .

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Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.

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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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Frequently Asked Questions

Applying for the park scholarships program.

• How do I apply?

Are official ACT or SAT scores required?

Is there a minimum gpa that students must have in order to apply, what are the park scholarships application essay prompts what tips do you have for writing essays, what information will you use from my nc state/commonapp, who should write my letters of recommendation, what tips do you have for preparing my application, are there additional resources available to help me with my application, do i need an endorsement or nomination to apply, if i no longer wish to be considered for the park scholarships program, what must i do, selection process, how are park scholars selected, is financial need taken into consideration, when are park scholars selected when will i know about my status, can the park scholarship be deferred, what are park scholarships interviews like.

• May I reschedule my interview if I have a conflict?

The Park Scholarships Program

What is the park scholarships program, what is the park foundation.

• What are the conditions for renewal of the Park Scholarship?

Am I able to receive scholarships in addition to the Park Scholarship?

Can park scholars receive additional funding for activities, does being a park scholar take a lot of time, what are park faculty scholars, what are learning labs, where do park scholars go after they graduate, how do i apply for the park scholarships program.

• Submit a complete Park Scholarships application by Nov. 1.
• Submit an application for admission to NC State by Nov. 1.

ACT or SAT scores are not required for your Park Scholarships Application. If you submit your test scores to NC State and ask that they be considered by NC State, we will consider them in our process.

A minimum unweighted GPA of 3.8 is required to apply for the Park Scholarships program. A successful Park Scholar applicant is also a competitive applicant to NC State University.

The Park Scholarships application essay prompts change annually. The two essay prompts for the 2024-2025 selection cycle (the Class of 2029) are listed below. Each essay response is limited to 600 words.

Your essays should delve beneath the surface and reveal insights about your candidacy based on our four  selection criteria : scholarship, leadership, service, and character. Essays that go beyond merely describing an experience, person, or project help our Selection Committee learn more about you.

Instructions from the application:

The Park Scholarships  selection criteria  are scholarship, leadership, service, and character.

Park Scholars are intellectually curious students who excel academically and seek learning experiences beyond the classroom. They dedicate themselves to making a positive difference for others. Park Scholars listen well, lead by example, take risks and champion original ideas. They demonstrate the highest levels of integrity, honesty and conscientiousness.

Strong applicants describe their experience and potential in the four criteria in these two essays. As you write your responses, we welcome you to include any settings that have been part of your high school experience – school, community, work, family, etc.

2024-2025 Essay Prompts

• Tell us about an event, realization or project where your curiosity insipred you to take action. What initially sparked your interest, how did you pursue further understanding and what specific actions did you take as a result? (This essay prompt is also part of the application for NC State’s University Honors Program . You are welcome to reuse or adapt this essay for that application.)
• Park Scholars make a positive difference for others. What meaningful civic contributions have you made? Why did you engage in this service? What was the impact of your actions? 

From your NC State admission application we will also review your:

• Activities and honors
• Personal essay
• NC State’s short-answer essays
• NC State’s  optional  short answer essays
• We do NOT have access to general recommendations submitted to the NC State application.

The best recommendation letters are from people who know you well and can provide specific examples of how you meet the  selection criteria . At least one of your recommenders should be someone who is familiar with your academics. This could be a high school teacher, community college instructor/faculty member, counselor/advisor, or principal.

The Selection Committee will only see the recommendation letters submitted as part of your Park Scholarships application. They will not see recommendation letters submitted as part of your application for admission to NC State. You may use the same recommenders if at least one meets the criteria above. Remember to select recommenders familiar with your accomplishments and potential in scholarship, leadership, service, and character.

Recommendations are due by 11:59pm, November 1. If recommendations are not submitted by the Nov. 1 deadline your application will not be eligible for consideration in our process.

Applications offer our first picture of Park Scholarships candidates. To paraphrase Park Scholar Sam Dotson ’24: “The Park Scholarships Selection Committee wants to get to know each candidate as a person, so dig deep into who you are and present your most authentic self to the Selection Committee.” Answer the essay prompts the way you want to answer them, not with words you think someone else wants to hear. Stay true to yourself and focus on the four pillars of the Park Scholarships program: scholarship, leadership, service, and character.

Park Under-Resourced Assistance (PURA) is a student-run initiative to help under-resourced candidates through each phase of the selection process. PURA works exclusively with under-resourced applicants, defined under a broad scope of identities including, but not limited to, applicants who are first-generation, are from low-income backgrounds, attend overpopulated schools, are from rural areas, and who identify with other marginalized populations. PURA essay submission instructions and resources will be available in October. Learn more about PURA .

No! Prior to fall 2022, counselor and self-endorsements were a part of the Park Scholarships application process. To reduce burdens on prospective students and counselors, the Park Scholarships program has discontinued the endorsement process. Prospective students may access the application as soon as it is available and are encouraged to start it as early as possible.

Should you opt not to continue in the Park Scholarships selection process at any point, please email  [email protected]  with your request to withdraw from consideration.

At every stage of the process, the Selection Committee evaluates all candidates on the following  criteria : scholarship, leadership, service, and character. Applications are reviewed by Regional Selection Committee members and from those applicants, Semifinalists are selected each year to participate in Semifinal Interviews. After those interviews, Finalists are selected and invited to participate in Final Selection Activities. For more detail, visit the Selection Process page .

The Park Scholarship is a merit-based award and financial need is not a selection criterion. Park Scholarships candidates should also apply for need-based aid if they think they may be eligible. For more information, visit Student Services’  Financial Aid website .

All applicants will be notified at each stage via email, but they can also check their status in their  wolfPAW portal . See the “Important Dates”  sidebar  for specific notification dates.

Yes; in fact, we encourage students to defer their university studies for one year to travel or work abroad or to engage in some other “gap year” activity. Incoming students may request a deferral in writing.

Our interviews usually last 20-30 minutes and are conducted by a panel of 2-4 alumni and faculty  Selection Committee  members. Students should expect questions related to the selection criteria and their applications. Candidates do not need to study for interviews but should review their applications beforehand. Interviews also provide candidates an opportunity to ask questions about the Park Scholarships program and NC State.

Semifinal Interviews are held via Zoom. Finalist Interviews are held in-person during our Final Selection Activities weekend.

May I reschedule my Semifinalist or Finalist interviews if I have a conflict?

We regret that we cannot reschedule interviews. Hundreds of alumni, faculty and Park Scholar volunteers are involved with Semifinalist and Finalist interviews; thus, we are unable to arrange alternate dates. See the “Important Dates”  sidebar  for the current year’s interview dates.

The Park Scholarships program brings exceptional students to NC State, based on outstanding accomplishments and potential in scholarship, leadership, service, and character. The program develops and supports Park Scholars in these areas, preparing them for lifelong contributions to the campus, state, nation, and world. The scholarship is a four-year award that covers tuition and fees, room and board, books and supplies, travel, and personal expenses. An academic enrichment program complements the financial award.

The Park Scholarships program was established to honor the legacy of the late Roy H. Park ’31, a distinguished alumnus of NC State and founder of Park Communications. The charitable  Park Foundation  helped launch the Park Scholarships program through a series of grants and a  $50 million gift to start an endowment  for the program. Today, students, alumni, families, faculty, and friends have joined the effort to fully endow the Park Scholarships program. Find out how you can  invest in exceptional students  dedicated to scholarship, leadership, service, and character.

What are the conditions for renewal of the Park Scholarships?

The Park Scholarship is renewable for a total of eight semesters at NC State. Scholars must meet high standards in academic performance, character, conduct, and participation in program and service activities while completing at least 12 credit hours per semester.

Per  university policy , Park Scholars are eligible for additional merit scholarships from North Carolina State University provided they do not receive funds that exceed the  Cost of Attendance  as defined by the Office of Scholarships and Financial Aid, unless the awarding department stipulates otherwise.

If you have received scholarship money from outside the university, it is up to that funding source whether or not you are eligible for its scholarship. If you are still eligible, and the total of the outside scholarship(s) and the Park Scholarship is higher than your Cost of Attendance in a semester, NC State will adjust the Park Scholarship to reflect other funds received so that the total amount of funds a student receives is not more than the Cost of Attendance.

With respect to need-based financial aid, we highly encourage Park Scholars to complete the  Free Application for Federal Student Aid  (FAFSA) annually so they may receive the need-based aid for which they are eligible. Park Scholars who have applied for and receive Federal Pell grants, grants from the state of North Carolina, or university grants to meet their demonstrated need will have the Park Scholarship reduced appropriately to keep the student within the Cost of Attendance. For additional questions, please call the  Office of Scholarships and Financial Aid  at 919-515-2421.

Yes. Park Scholars may apply for  Park Enrichment Grants  to support professional and personal enrichment experiences in the U.S. and abroad. Scholars have the opportunity to apply for travel grants awarded by the  Park Alumni Society  in order to cover airfare for fall and spring study abroad experiences.

Park Scholars are also eligible to apply for the supplemental funding resources available to all students at NC State, including:

• Grants for entrepreneurial ventures through  NC State Entrepreneurship  
• Grants for internship and research opportunities through  NC State’s University Fellowships Office
• Grants for research through  NC State’s Office of Undergraduate Research  
• Grants for sustainability projects through  NC State’s Sustainability Fund
• Study abroad awards through  NC State’s Study Abroad Office

Park Scholars spend time on service and program activities. A student should expect to spend about the same time on Park Scholarships activities as might be spent on a three credit-hour university course.

Park Faculty Scholars are two NC State professors who meet regularly with each class of Park Scholars and assist them in organizing their enrichment activities. For a list of the current Park Faculty Scholars, visit the  Staff and Faculty  section of this site.

Park Scholars participate in two  Learning Labs  – trips for scholars to learn about challenges facing leaders at the state, national, and global levels. The first trip is to a region of North Carolina during spring of the first year. Learning Lab II takes place in Washington, D.C., during fall break of the sophomore year.

Park Scholars attend prestigious graduate and professional programs at institutions including Cambridge, Harvard, Johns Hopkins, MIT, Oxford, and Stanford. They work for Fortune 100 companies, launch their own businesses, and engage in public service through programs like Teach For America and the Peace Corps. See the  Park Alumni  page for more details.

If you have a question that is not answered on the Park Scholarships website, you can contact the Park Scholarships office by email at [email protected] or by phone at 919-515-3794.

North Carolina State University | NC State

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at North Carolina State University | NC State?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

North Carolina State University | NC State’s 2023-24 Essay Prompts

Why this major short response.

Explain why you selected the academic program(s) above and why you are interested in studying these at NC State.

Overcoming Challenges Short Response

Discuss any other obstacles and/or hardships that you have encountered that have affected you personally or academically and how you dealt with them.

University Honors Program Essay

Critical and creative thinking are valuable skills in problem-solving. Tell us about a time in which you used one or both of these skills to address a problem or a need, in or out of the classroom.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

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.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

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The Office for Institutional Equity and Diversity maintains the following glossary of diversity terms as a guide for the NC State community.

NC State Diversity Units and Terms

The following list includes terms commonly used at NC State, including campus entities related to diversity and inclusion.

Office for Institutional Equity and Diversity (OIED) – With units located in Winslow Hall, Talley Student Union and Witherspoon Student Center, the Office for Institutional Equity and Diversity reports to the vice provost for institutional equity and diversity. OIED has seven work units: Inclusive Excellence and Strategic Practice; Equal Opportunity and Equity; four campus community centers (African American Cultural Center, GLBT Center, Multicultural Student Affairs and the Women’s Center) and the Bias Impact Response Team. OIED also has administrative and communications staff members located in Winslow Hall.

Inclusive Excellence and Strategic Practice  – Located in Winslow Hall, this unit is comprised of OIED staff members who focus on student, faculty and staff diversity as well as campus-wide diversity initiatives, including programs to attract, retain and support members of NC State populations from underrepresented groups. Web: diversity.ncsu.edu

Equal Opportunity and Equity (EOE) – Located in Winslow Hall, this unit serves in both educational and compliance capacities at NC State. Some of its chief responsibilities are equal employment opportunity and affirmative action planning and recruitment, discrimination and harassment prevention and response, ADA and religious accommodations and adjustments, and Title IX and sex discrimination compliance. Web: diversity.ncsu.edu

Campus Community Centers – The African American Cultural Center, the GLBT Center, Multicultural Student Affairs and the Women’s Center serve all NC State students while working to maximize the success of underrepresented populations. Each center provides educational programming and services for all students, faculty, staff and community members, not just those of the specific groups. They aim to educate and inform the campus about their focus areas through events such as lectures, workshops and programs. Web: diversity.ncsu.edu

African American Cultural Center (AACC) – This unit is located in Witherspoon Student Center, the only campus building named for an African American, Augustus M. Witherspoon, who earned a master’s degree and doctorate at NC State in botany. He later became a professor, associate dean and associate provost of African-American Affairs. Witherspoon Student Center was named in his honor in 1995. The center works to promote awareness of and appreciation for African American and other African descent experiences. Programming, services and events are offered throughout the year. Signature programs include Harambee!, Kwanzaa, Blacks in Wax Live Museum and the MLK Campus Commemoration. In addition, the center houses the AACC Art Gallery and the AACC Library and Media Room, both on the second floor of Witherspoon Student Center.  Web: www.ncsu.edu/aacc

GLBT Center – Located on the fifth floor of Talley Student Union, the GLBT Center serves students of all sexual orientations, gender identities and gender expressions, including gay, lesbian, bisexual, pansexual, asexual, queer, transgender, genderqueer, gender fluid, gender non-conforming, non-binary, agender, intersex and questioning students and their allies. Programming, services and events are offered throughout the year. Signature programs include GLBT Symposium during Wolfpack Welcome Week, GLBT History Month, Transgender Awareness Week and Lavender Graduation. Web: www.ncsu.edu/glbt

Multicultural Student Affairs (MSA) – Located on the fourth floor of Talley Student Union, Multicultural Student Affairs researches, designs and implements programs that promote the pursuit of academic success, retention and graduation of students, with an emphasis on African American, Native American and Hispanic/Latinx students. Programming, services and events are offered throughout the year. Signature programs include the Symposium for Multicultural Scholars during Wolfpack Welcome Week, the Peer Mentor Program, Latinx Heritage Month, Native American Heritage Month, Kwanzaa, Black History Month, the Tunnel of Oppression and the NC State Powwow. Web: www.ncsu.edu.msa

Women’s Center – Located on the fifth floor of Talley Student Union, the Women’s Center aims to be a catalyst and resource advancing gender equity and social justice through education, advocacy and leadership development. The center serves undergraduate, graduate and non-degree seeking students as well as faculty and staff. Programming, services and events are offered throughout the year. Signature programs include Alternative Service Break trips, Read to L.E.A.D., the Chocolate Festival for Breast Cancer Research, Domestic Violence Awareness Month, Sexual Assault Awareness Month and the Sisterhood Dinner. The center also provides interpersonal violence advocacy services. Web: www.ncsu.edu/womens-center

Committees and Groups – NC State has numerous committees and liaisons comprised of faculty and staff from OIED as well as staff from the NC State administration, colleges and divisions. Groups convened by OIED include:

• African American Coordinating Committee
• AIAC – American Indian Advisory Council
• CAACAC – Chancellor’s African American Community Advisory Council
• CSW – Council on the Status of Women
• BIRT – Bias Impact Response Team
• HLAG – Hispanic/Latinx Advisory Group
• Multicultural Faculty Group
• UDAC – University Diversity Advisory Committee

Organizations – NC State has numerous student, staff and faculty organizations that are affiliated with and/or sponsored by the Office for Institutional Equity and Diversity and its units. These include:

• AcePack – Interest group for persons who are aromantic/asexual
• AASAC – African American Student Advisory Council
• ASIA – Asian Students in Alliance
• Association of Women Faculty
• Bi/Pan@NCSU – Interest group for persons who are bisexual/pansexual
• DEPTH – Diversity Education for our Peers to THrive
• GLBTCA – GLBT Community Alliance
• GLBT Faculty Staff Network
• Mi Familia – Hispanic/Latinx community
• NASA – Native American Student Association
• oStem – Professional organization for GLBT students majoring in STEM fields
• QTPOC – Queer and Trans People of Color
• The Movement – Women’s Center peer educators
• T-Files – interest/support group for persons who are transgender
• Women’s Staff Network

College and Division Diversity and Equity Personnel – Each college and division has the following staff, who partner with OIED:

• diversity coordinator, director and/or assistant dean
• unit equity officer

General Diversity Terms

The following list includes general diversity terms commonly used in academia.

accommodation or reasonable accommodation  – any change in the working or learning environment or the way things are done that enables a person to enjoy equal opportunity.  Reasonable accommodations may be requested based on religion or disability.

ADA – Americans with Disabilities Act, a law passed in 1990 that prohibits discrimination against people with disabilities in employment, transportation, public accommodation, communications and governmental activities. The ADA also establishes requirements for telecommunications relay services.

affirmative action – an active effort to improve the employment or educational opportunities of members of underrepresented groups; a similar effort to promote the rights or progress of other disadvantaged persons.

aro/ace – prefixes relating to aromantic (an adjective referring to the experience of feeling little or no romantic attraction towards anyone) or asexual (an adjective referring to the experience of feeling little or no sexual attraction towards anyone).

bi/pan – prefixes relating to bisexual (an adjective referring to sexual, romantic and/or emotional attraction to men, women and/or non-binary persons ) or pansexual (an adjective referring to sexual, romantic, and/or emotional attraction to others regardless of whether they are men, women or non-binary persons).

Black – used to describe a person of African ancestry; the AP Stylebook followed by NC State instructs writers to capitalize this word. If you choose to capitalize this word when referring to people, OIED recommends also capitalizing White and Brown for consistency, although AP does not currently include these.

Campus SaVE Act – a law enacted in 2013 that amended the Clery Act to mandate extensive “primary prevention and awareness programs” regarding sexual misconduct and related offenses.

cisgender – an adjective referring to a person whose gender identity is the same as that commonly associated with their sex assigned at birth (assigned male at birth, identifies as a man; assigned female at birth, identifies as a woman).

Clery Act – a consumer protection law passed in 1990 that requires all colleges and universities who receive federal funding to share information about crime on campus and their efforts to improve campus safety as well as inform the public of crime in or around campus.

cultural competence  – (official NC State definition in progress) – the ability to interact effectively with people of different cultures domestically and internationally.

discrimination – prejudiced or prejudicial outlook, action or treatment that can occur between individuals, within groups or systemically within groups or organizations

diversity – the condition of having or being composed of differing elements; variety; the inclusion of  people of different races, ethnicities, cultures, genders, sexual orientations, nations of origin, languages, ages or other lived experiences) in a group or organization.

equal opportunity – providing access to education, employment, housing and other areas of society in a way that is not discriminating against people because of their age, color, disability, gender identity, genetic information, national origin, race, religion, sex (including pregnancy), sexual orientation or veteran status.

equity – The phrase “equity in higher education” refers to creating opportunities for equal access and success in higher education among historically underrepresented populations, such as limited resource, international and/or first-generation college students, as well as limited resource or limited english proficiency employees, to name a few.

ethnicity – status of belonging to a social group that has a common national or cultural traditions.

gender expression – the innumerable ways that people exhibit gender through their clothing, voice, hair styles, body language and behavior; gender expression may or may not be consistent with socially prescribed gender roles and may or may not reflect one’s gender orientation or identity.

gender identity – one’s concept of self as male, female, a blend of both or neither that can be the same or different from their sex assigned at birth; the label people use to acknowledge and reflect their internal sense of gender orientation (or, in some cases, to hide that gender orientation from others).

harassment – to create an unpleasant or hostile situation for especially by uninvited and unwelcome verbal or physical conduct.

inclusion (with respect to diversity) – the proactive efforts to promote inclusiveness and respect for differences in the workplace and the educational environment.

interim measures and accommodations – as described under Title IX, steps taken to ensure equal access to education programs and activities, and/or to stabilize a situation by providing remedies and accommodations to a reporting student and the campus community where appropriate due to either sexual violence or pregnancy or parenting student status.

intersectionality – a term first used by K. Crenshaw in 1989 to denote the study of intersections between different disenfranchised and underrepresented groups; specifically, the study of the interactions of multiple systems of oppression or discrimination; for example, being African American and female.

Latinx – a gender-inclusive term that originated on college campuses to replace the terms “Latino” and “Latina.”

microaggression – types of discrimination manifested in verbal, nonverbal or environmental slights, snubs or insults, whether intentional or unintentional, which communicate hostile, derogatory or negative messages or target persons based solely upon their marginalized group membership; related terms: microassault, microinsult, microinvalidation

nationality – status of being a member or citizen of a particular country.

protected class – a group of people who share common characteristics and are protected from discrimination and harassment. Some protections have the backing of federal and/or state laws. NC State University protects students, faculty and staff from discrimination and harassment based on age (40 or older), color, disability, gender identity, genetic information, national origin, race, religion, sex (including pregnancy), sexual orientation and veteran status.

race – a social construct denoting differences and similarities in biological traits that take on social meanings in society.

responsible employee – any employee: (a) who has the authority to take action to redress sexual harassment/misconduct; (b) who has been given the duty of reporting incidents of sexual harassment/misconduct or any other misconduct by students to the Title IX coordinator or other appropriate designee; or (c) who a student reasonably believes has this authority or duty. (See NC State’s list of responsible employees and their requirements ).

Title IX – a comprehensive federal law that prohibits discrimination on the basis of sex in any federally funded education program or activity.

Title VI – legislation passed as part of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color and national origin in programs and activities receiving federal financial assistance.

Title VII – legislation passed as part of the Civil Rights Act of 1964 that prohibits employment discrimination based on race, color, religion, sex and national origin.

transgender – an adjective referring to a person whose gender identity is different from that commonly associated with their sex assigned at birth (assigned male at birth, identifies as a woman; assigned female at birth, identifies as a man; assigned male or female at birth, identifies as non-binary).

unconscious bias – also known as implicit social cognition, implicit bias refers to the attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner.

Do's and Don'ts

The following list includes tips and pitfalls.

Use people-first language

The use of people-first language is a movement to recognize the fundamental humanity of people, regardless of any disability they may have, and to help challenge the stereotype that people are limited by or limited to their disability. Thus, instead of saying “disabled person,” we say “person with disabilities,” putting the “person” first so the assumption isn’t that their disability is the most important or only thing we need to know about them. Other examples of people-first language: instead of saying someone is “learning disabled,” say they “have a learning disability,” or instead of saying someone is “handicapped” or “crippled,” say they “have a physical disability.” Having a disability is one characteristic of a person; their disability is not who they are. See also: “ People First Language ” (Texas Council for Developmental Disabilities, 2016).

Avoid ableist language

There are many ways that we unintentionally demean people with disabilities through the casual ways we use language associated with disabilities to create a negative connotation about things unrelated to disability. One of the most common ways this occurs is through the offhand use of words like “psycho,” “nuts,” “maniac,” “insane,” or “crazy,” which imply through their use as negative modifiers that there is something wrong or abnormal about having a mental health condition. Similarly, casually using terms associated with specific diagnoses (e.g., “OCD,” “schizophrenic,” or “bipolar”) as ways to characterize someone’s behavior as problematic is demeaning to people who have been diagnosed with mental health conditions. In much the same way, the use of words such as “retarded,” “stupid,” or “dumb” to describe individuals is demeaning to people with cognitive or learning disabilities, and using terms like “lame,” “blind,” or “deaf” as generalized negative descriptors for people, places or things is demeaning to people with physical disabilities. Additionally, using terms like “crippling” or “a handicap” to refer to things considered problematic is also demeaning to people with physical disabilities. See also: “ Disabling Ableist Language ” (Andy Hollandbeck, 2016)

Consider your pronouns

Traditional rules for writing once taught that “he / him / his” should be used as the default pronouns to refer to everyone. We have since shifted to using “he / she” as a combined subject pronoun as a way to be inclusive of women. However, as we continue to recognize the gender diversity that exists in our society and as we acknowledge that many people do not identify within the gender binary (i.e., they identify as genderfluid, genderqueer, gender non-binary, etc. rather than as men or women), we should consider changing our default pronoun use to better reflect that understanding and to signal to our readers that we are creating space for everyone, including readers who identify along the transgender spectrum. The use of “they / them / theirs” has gained acceptance both as a way to acknowledge and respect the gender-neutral pronouns an individual might use and to use pronouns to refer to people in general in a way that makes no assumption about or places any limits on their gender identity. Thus, instead of writing: “Applicants for the position should submit his / her resume and cover letter,” we can write, “Applicants for the position should submit their resume and cover letter.” See also: “ Everyone Uses Singular ‘They,’ Whether They Realize It Or Not ” (Geoff Nunberg, 2016)

Be understanding and empathetic about concerns related to inclusion and climate

Understand issues of diversity and be able to express empathy about concerns related to inclusion and climate. Campus staff and administrators are increasingly called on to make statements in response to specific bias incidents or broader climate concerns. It is crucial for the individuals drafting and issuing statements to work on developing their cultural competency on an ongoing basis and to consult with diversity experts before commenting on specific incidents or issues. It is quite common for university personnel to issue statements that unintentionally make marginalized communities on campus feel less understood and less supported. Before issuing any statement, make sure you fully understand the issue, what members of the campus community have experienced, how those experiences have impacted them emotionally and how those experiences have shaped their perception of the campus, its climate, and how welcome or included they feel there. Make sure to have a diverse panel of advisors vet any statement before issuing it. Having people with multiple perspectives review any statement will help decrease the possibility that something potentially problematic is included. See also: “ Brené Brown on Empathy ” (RSA, 2013)

Avoid tone policing

Tone policing is a phrase used to describe the decision by people in power to provide guidance or suggestions or criticism related to the tone of conversations about cultural climate, harassment, discrimination, oppression, or violence. Tone policing occurs when people in positions of power rebuke people who are attempting to speak out about their experiences for the manner in which they’re speaking out (often by implying that they are too “angry” or “confrontational” or that they “aren’t helping” by not being more “civil”). On college campuses, tone policing often occurs in advance of student-led protests when administrators encourage students to protest “respectfully.” The effect of tone policing is that people often feel even more marginalized as tone policing is interpreted as serving to ensure that people in power aren’t made to feel too uncomfortable when others speak out about their oppression or as an act whereby people in power exert their power to attempt to control the tone of conversations and thereby silence others. See also: Feminism 101: What is Tone-Policing? (Jacqueline Pei, 2016)

Language to Avoid

The following list includes incorrect and outdated terminology that you should not use.

The term “minority” has come to be seen as a generalized term for “the other.” Also, the use of “minority” implies a “less than” attitude toward the community or communities being discussed. Instead, use either community-specific terms (e.g., “Native American,” “African American,” etc.) or the general term “people of color” when referring to racial or ethnic communities. When referring to other marginalized communities, clarify which specific community or communities are being discussed (e.g., “GLBT people,” “people with disabilities,” etc.). See also “ On Race: The Relevance of Saying ‘Minority’ ” (Edward Schumacher-Matos, 2011)

Illegal alien / illegal immigrant

The use of the phrases “illegal alien” and “illegal immigrant” are considered divisive and derogatory as they characterize as criminals individuals who are in the United States without documentation. Instead, use the phrase “undocumented immigrant.” See also “ Immigration Debate: The Problem with the Word Illegal ” (Jose Antonio Vargas, 2012)

Homosexual / transsexual

Both the term “homosexual” and “transsexual” have their origins in medical diagnoses. Because of the pathologized history of these terms, members of the GLBT community avoid them. Instead, use some version of the “GLBT / LGBT / GLBTQ / LGBTQ / etc.” acronym; check with an institution’s diversity office about which version of the acronym is commonly used at that institution (at NC State, ‘GLBT’ is used). When referring to specific individuals, it is ideal to use the term that reflects the language they use to describe their identity (e.g., “gay,” “lesbian,” “bisexual,” “transgender,” etc.).

Sexual preference / lifestyle

The terms “sexual preference” and “lifestyle” are considered offensive because they imply that a person’s sexuality is a choice. Rather than using either term, use “sexual orientation” instead.

While the use of the term “Eskimo” is not considered offensive by all Alaskan Natives, it is considered offensive by some. As an alternative, some linguists and Alaskan Natives argue that “Inuit” is a more inclusive term to use, though it does not accurately refer to all Alaskan Natives. To avoid referring to an individual or group by a term that is not appropriate for their tribal heritage, the use of their specific tribe name (e.g., Yupik, Aleut, Tlingit, etc.) is preferred, and if their tribe name is not known, the use of “Alaskan Native” is an inclusive alternative. See also “ Inuit or Eskimo: Which name to use?” (Lawrence Kaplan, 2011)

Gypsy / gyp / gip

The word “gypsy” originated as a term used to refer to the Romani (or Roma), a nomadic ethnic group who were characterized as thieves and swindlers. Hence, the term “gyp / gip” is used to refer to the act of stealing. All versions of this term should be avoided as they are derogatory to the Romani people.

Negro / Colored

The use of the terms “Negro” and “Colored” to refer to black people or African Americans is historically rooted in the systemic racism (i.e., segregation and Jim Crow laws) that characterized when and how the terms were used, which was to remind black people of “their place” and to “keep them there.” Consequently, both terms should be avoided. There is no universally accepted alternative: some people prefer the use of the phrase “black people,” (see section above for notes on capitalization) others prefer the use of “African American,” and the use of “people of color” has emerged as a broader term that is inclusive of people across communities of color and of people with heritages inclusive of multiple communities of color (e.g., Afro-Latino).

Like the terms “Negro” and “Colored” which have meanings deeply connected to their historical use, the term “Oriental” is historically associated with the attitudes about Asians that led to the exclusion acts created to keep Asians from immigrating to the United States. Consequently, the use of the term is considered “othering” and derogatory and should be avoided. Ideally, you would refer to a person by their specific cultural heritage (e.g., Korean, Chinese-American or Samoan), but if a person’s heritage is unknown, the broader terms “Asian,” “Asian American,” or “Pacific Islander” are appropriate.

Politically Correct

While originally the phrase “politically correct” (or “PC”) was intended as a way to denote language that has been vetted or corrected to avoid offending a marginalized group, the phrase has now evolved into a label used to criticize those same protective words and actions by those that seek to remove those protections or claim they are not needed.

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6 Diversity College Essay Examples

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

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

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

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

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

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

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

Diversity Essay Examples

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

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

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

What the Essay Did Well

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

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

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

What Could Be Improved

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

And yes, Tom is still my friend.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

More Supplemental Essay Tips

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

How to Write a Stellar Extracurricular Activity College Essay

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

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

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Diversity, Equity, and Inclusion Resources

Being an anti-racist college of education means, in part, that we will have multiple and repeated opportunities to grapple with and disrupt systems, policies, and practices that perpetuate injustices for racial and other marginalized populations. In order to do this effectively, faculty, students, and staff will need to expand their awareness and knowledge about the historical legacy of racism in this country and how it is embedded deeply within the social fabric of education and society. The resources provided here will help shift our frames of reference and expand forms of knowledge; thus, giving us tools and information to disrupt dominant narratives that perpetuate social inequities.

• Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone by Brené Brown
• How to Be an Antiracist  by Ibram X. Kendi
• Why Are All the Black Kids Sitting Together in the Cafeteria: And Other Conversations About Race  by Beverly Daniel Tatum
• Decentering Whiteness: Teaching Antiracism on a Predominantly White Campus  by Michael D. Smith and Eve Tuck
• Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education by Lori D. Patton
• Learning from the Germans: Race and the Memory of Evil by Susan Neiman
• Books on Diversity in Education available in the NC State College of Education’s Media and Education Technology Resource Center (METRC)
• Books on Anti-racism available through METRC and through NC State Libraries

Webinars and Videos

• DeColonizing Course Syllabi Workshop Hosted by College of Education’s Change Agent Task Force for Advancing DEI (Spring 2021)
• Confronting Systemic Racism Webinars by the Hunt Institute
• I am my Grandmother’s Granddaughter: Indigenous Resilience in the Academy , a TEDx from Brittany Danielle Hunt of the Lumbee Indian Tribe
• Responding to Insurrection: How Do We Talk With Students? , a webinar from the Friday Institute for Educational Innovation and the NC State College of Education
• “Knowledge Construction, the Canon Debate, and the Education of Citizens in Diverse Societies,” a talk by James A. Banks, Ph.D., Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus at the University of Washington
• “ Racelighting in the Normal Realities of Black, Indigenous, and People of Color, ” a webinar based on the scholarly brief by J. Luke Wood, Ph.D., and Frank Harris II, Ed.D., of the Black Minds Matter Coalition
• Online anti-racism training offered by the Diversity and Resiliency Institute of El Paso
• 10 Inclusive Teaching Practices from the Association of College and University Educators
• “5 Principles as Pathways to Inclusive Teaching ,” by Soulaymane Kachani, Catherine Ross and Amanda Irvin for Inside Higher Ed
• “Becoming Anti-Racist ELA Teachers” , by Assistant Professors of English Education and Literacy Michelle Falter, Ph.D., Chandra Alston, Ph.D., and Crystal Chen Lee, Ed.D.
• “ Strategies for doing the right something in times of racial injustice ” co-authored by Joy Gaston Gayles, Ph.D., and Ashley M. Gray, Ph.D., for  Diversity in Research Jobs
• “ An anthropology of lying: Trump and the political sociality of moral outrage ” authored by Carole McGranahan from the University of Colorado Boulder for the Journal of the American Ethnological Society
• “ In The Lies That Bind, Kwame Anthony Appiah Takes on Identity Politics ” by Sahil Handa for Yahoo! News
• “Becoming Anti-Racist English Teachers: Ways to Actively Move Forward ,” a white paper by Assistant Professors of English Education and Literacy Michelle Falter, Ph.D., Chandra Alston, Ph.D., and Crystal Chen Lee, Ed.D.
• “ Racelighting in the Normal Realities of Black, Indigenous, and People of Color ,” a scholarly brief by J. Luke Wood, Ph.D., and Frank Harris II, Ed.D., of the Black Minds Matter Coalition
• “One Size Does Not Fit All: Financial Literacy for Students with Physical Disabilities,” a piece in TEACH Magazine by NC State College of Education Teacher Education and Learning Sciences doctoral student Lisa Lamb
• “Faculty Members’ Biases and Prejudices,” an excerpt by Rick Reis from the book, Promoting Inclusive Classroom Dynamics in Higher Education: A Research-Based Pedagogical Guide for Faculty by Kathryn C. Oleson, for Tomorrow’s Professor, a newsletter from Stanford University’s Center for Teaching and Learning
• “ Pursuing Anti-racist practice through Collaborative Noticing and Wondering, ” an article published in AMTE’s Connections by Robin Keturah Anderson, of NC State’s College of Education; Courtney Katharine Baker, George Mason University;, Sara Donaldson, Wheaton Col.- Mass., & Melissa Louise Troudt, U. of Wis.- Eau Claire

OIED Resources

The Office for Institutional Equity and Diversity (OIED) at NC State offers a number of resources to help support members of the university community. OIED houses a collection of books, websites, videos, podcasts, articles, trainings, and virtual recordings available to the NC State community.

• DIY/DEI Newsletter : a collaborative initiative between OIED and NC State Libraries to provide the NC State community with trusted resources to explore diversity, equity, and inclusion issues
• Diversity Resources – associations and networks, books, teaching resources, interactive resources and websites, media, on-campus resources, podcasts, articles, speaking and writing on diversity, virtual event recordings
• OIED Educational Opportunities
• OIED Required Diversity and Inclusion Trainings 

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I have friends paying pros to help with their admissions essays. Are these essays really a big part of the application? I was going to answer the questions they ask and not planning to spend $ on this. Does anyone think with 29k applications, the admissions teams really deep dive into critiquing and analyzing the "perfect essay"?

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The Division of Academic and Student Affairs is dedicated to strengthening the campus' commitment to diversity, equity and inclusion.

The Division of Academic and Student Affairs’ commitment to embracing the whole student is represented through the functions of our over 50 departments and units .

Our staff and faculty are committed to educating our students as well as ourselves. Every year, division staff complete professional development and cultural competency training as it relates to race and inclusion from organizations like the National Coalition Building Institute , GLBT Advocate Program , Equal Opportunity Institute and Basic Diversity training facilitated by Al Vivian, son of the late civil rights leader, C.T. Vivian.

Build Your Community

One pillar of our strategic plan is building your community. We promote this idea by encouraging students to engage in a diversity of thought and interactions with people and groups of different backgrounds. Opportunities abound for students to participate in programs to broaden their minds and experiences.

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When you belong to a village, you live and learn in an inclusive, one-of-a-kind community — and make lifelong friends in the process.

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From dance and music to theatrical performances, to art installations at the Gregg Museum, Arts NC State programming is rich in history and diversity and is open to all NC State students.

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Engage in direct service opportunities and participate in cultural, educational, recreational and reflective activities to enhance your service experience.

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With over 600 student orgs at NC State, there’s a group for almost any interest.

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Find your inner leader during this 10-workshop series designed to promote self-exploration and positive change on campus and in our communities.

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Whether you’re discharged, retired, active duty or in a military family, Jeffrey Wright Military and Veterans Services provides the support you need to be successful at NC State.

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We work diligently with partners across campus to ensure that students of all races, genders, backgrounds and other experiences feel welcome, valued and included in all aspects of life at NC State. The university offers a broad range of scholarships through programs like TRIO as well as pre-college advising from the College Advising Corps to help students believe in and achieve their dream of earning a college degree.

On campus, students have countless opportunities to learn about and interact with people of different backgrounds, beliefs and experiences through programs and initiatives from the Office for Institutional Equity and Diversity and the Office of International Services . Students also can participate in Student Leadership and Engagement programs that allow them to serve both their local community and those in other countries. In addition, the Counseling Center facilitates programming and conversations between students of different backgrounds at its community centers around campus.

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The arts are for everyone , and at NC State we host a variety of performances, exhibitions and other forms of art by renowned, diverse artists from around the world. The academic curriculum also allows students to learn about a plethora of different cultures through classroom activities and discussions.

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NC State prepares all of its students for successful careers, but one of the university’s most popular fields is engineering. The Career Development Center regularly hosts Career Identity Workshops and special events for women and minorities in STEM.

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At NC State, people of all abilities are afforded equal opportunity for higher education. The Disability Resources Office assists eligible students with disabilities by determining access needs and coordinating academic adjustments in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.

Juntos (meaning “together” in Spanish) works to unite community partners to provide Latinx 8-12th grade students and their families with knowledge, skills and resources to gain access to college.

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Student Leadership and Engagement complements the classroom academic experience through high-impact programs and services that empower and equip students with skills, knowledge and tools to be leaders who forge paths for positive change. The program provides opportunities for critical reflection and exploration of personal values, and students learn how to successfully lead teams with an inclusive lens, facilitate change and maximize success in a multicultural environment.

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Prevention Services provides case management, education and outreach emphasizing inclusive, developmental and non-judgmental perspectives for student prevention efforts. Through the lenses of behavioral health, wellness and sustainability, Prevention Services professionals cross-collaborate with the campus community to enhance individual and collective well-being as well as assists students in gaining the necessary resources to remain successful academically and emotionally at NC State.

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Student Legal Services focuses on helping students resolve their legal problems with as little disruption as possible to their educational endeavors. The office promotes preventive law, equipping students to make informed choices.

TRIO Collegiate Programs

In addition to helping ensure college accessibility for all through scholarships, TRIO offers funding for current students to participate in a wide range of study abroad and research opportunities. 

Office for Institutional Equity and Diversity

Nc state diversity, office for international services.