how to write nc state diversity essay

2023-24 NC State Supplemental Essays – Prompts and Tips

September 8, 2023

Situated in the state capital of Raleigh, North Carolina State University is a stellar public research institution that attracts droves of high school stars from around the country. Known for its standout STEM and business programs, NC State rejects more applicants than it accepts. Further, the average enrolled student has 90th percentile SAT/ACT scores and a near-perfect GPA. Undoubtedly, it is accurate to say that NC State is significantly more selective than it was a generation ago. This brings us to the subject of the NC State supplemental essays.

 (Want to learn more about How to Get Into NC State? Visit our blog entitled:  How to Get Into NC State: Admissions Data and Strategies  for all of the most recent admissions data as well as tips for gaining acceptance.)

NC State’s 250-word essay prompt is “important” to the admissions process. Therefore, it is vital that all Wolfpack applicants dedicate a significant amount of time to this short answer question. Below are NC State’s supplemental prompts for the 2023-24 admissions cycle along with our advice for composing winning essays.

2023-2024 North Carolina State University Essay Questions

1) Explain why you selected the academic program(s) above and why you are interested in studying these at NC State (250 words).

This is part “Why Us?” and part “Explain Your Major”. Ultimately, your aim is to seamlessly touch on both topics in a tightly-woven 250-word composition. For a deeper dive, let’s examine a list of characteristics of a winning NC State supplemental essay:

• Discuss the experiences, opportunities, interests, and/or activities (formal or informal) that led you to select your academic program of choice.
• Demonstrate how your goals align with the school’s mission statement. “NC State will be known as a diverse, equitable and inclusive community that has a transformative impact on society and advances the greater good.”
• Cite specific academic programs , professors , research opportunities , internship/externship programs , study abroad programs , student-run organizations , etc.
• How will you be an active, contributing member of the academic community at NC State?
• How will you take advantage of NC State’s immense resources both inside and outside of the classroom?
• Explain why NC State is an ideal-fit institution.

In any “Why Us?” composition, you need to show that you’ve done your homework on a given school. However, it shouldn’t read like you just Googled everything ten minutes before writing the essay. In addition to the pure research element, a lot of the time and skill required in creating a stellar NC State essay will involve connecting the classes, professors, opportunities, etc. of interest that you have uncovered to your distinct values, talents, aims, proficiencies, and future goals.

NC State Supplemental Essays (Continued)

2) discuss any other obstacles and/or hardships that you have encountered that have affected you personally or academically and how you dealt with them (250 words)..

This prompt is optional (truly)—you should only respond if you faced a significant hardship or obstacle that has not been discussed elsewhere on the application.

If you do elect to respond to this prompt, colleges like students who demonstrate grit, perseverance, and resilience as these qualities typically lead to success in a postsecondary environment. No matter what type of example you offer, demonstrating these admirable traits can do wonders for your admissions prospects. Examples of challenges include: disabilities, depression, anxiety, and ADHD. Alternatively, it could be a tumultuous event. For example, you moved in the middle of junior year, the COVID-19 pandemic interfered with your activities, your parents got divorced, a grandparent passed away, or any number of other personal/family traumas one can name. Be as emotionally honest and nuanced as possible. Trust us—the reader will appreciate your honest thoughts more than clichés and platitudes.

3) NC State University is committed to building a just and inclusive community, one that does not tolerate unjust or inhumane treatment, and that denounces it, clearly and loudly. Please describe what those words mean to you and how you will contribute to a more diverse and inclusive NC State environment (250 words).

Some students may have more direct experience with injustice than others. Yet—no matter your background—this is an opportunity to demonstrate that you care about justice and fairness. Further, you care about inclusiveness in your local community as well as the global community. You could speak about a time when you spoke up for a peer in a moment of need. Alternatively, you could recount an instance when you got involved in a larger cause or movement (politics, activism, volunteer work). If you don’t happen to have a compelling story to tell in this realm, don’t panic. There’s nothing wrong with simply articulating your basic beliefs in the values of inclusion, equity, tolerance, and diversity. Elaborate on how those will manifest once you join the Wolfpack student body.

How important are the NC State supplemental essays?

The essays (both the Common App essay and supplemental essays) are “important” to the NC State admissions committee. This places them as the fifth most important factor. The essays are behind only GPA, class rank, standardized test scores, and the rigor of your secondary school record.

Want personalized assistance with your NC State supplemental essays?

Interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your NC State supplemental essays? We encourage you to get a quote  today.

• College Essay

Dave Bergman

Dave has over a decade of professional experience that includes work as a teacher, high school administrator, college professor, and independent educational consultant. He is a co-author of the books The Enlightened College Applicant (Rowman & Littlefield, 2016) and Colleges Worth Your Money (Rowman & Littlefield, 2020).

• 2-Year Colleges
• Application Strategies
• Best Colleges by Major
• Best Colleges by State
• Big Picture
• Career & Personality Assessment
• College Search/Knowledge
• College Success
• Costs & Financial Aid
• Dental School Admissions
• Extracurricular Activities
• Graduate School Admissions
• High School Success
• High Schools
• Law School Admissions
• Medical School Admissions
• Navigating the Admissions Process
• Online Learning
• Private High School Spotlight
• Summer Program Spotlight
• Summer Programs
• Test Prep Provider Spotlight

“Innovative and invaluable…use this book as your college lifeline.”

— Lynn O'Shaughnessy

Nationally Recognized College Expert

College Planning in Your Inbox

Join our information-packed monthly newsletter.

I am a... Student Student Parent Counselor Educator Other First Name Last Name Email Address Zip Code Area of Interest Business Computer Science Engineering Fine/Performing Arts Humanities Mathematics STEM Pre-Med Psychology Social Studies/Sciences Submit

NC State Supplemental Essay Examples

North Carolina State University is a highly-ranked public research university in Raleigh, North Carolina . Holding the #72 spot on the U.S. News Best National Universities list, NC State is known nationwide. Accordingly, NC State admissions is competitive, meaning applicants must craft strong NC State supplemental essays for a chance of acceptance. Reading effective NC State supplemental essay examples can help you learn how to craft your own.

NC State essay examples, like any well-written sample college essay, each work for their own reasons. This guide will delve into three NC State supplemental essay examples, starting with a why this major essay example. Then, we’ll analyze an obstacle essay. Finally, we’ll closely read a cultural diversity essay. By breaking down NC State supplemental essay examples, we’ll help you prepare to write your own NC State supplemental essays.

How many essays does NC State require?

Before approaching any NC State supplemental essay examples, you should know how many you’ll have to write. To put it simply, there are three required essays and one optional essay. If you know how to get into NC State, you know that all your essays should be as strong as possible. But what exactly are the NC State supplemental essays?

Applicants can complete the NC State application on either the Common Application or Scoir (also known as the Coalition Application). The NC State personal statement is the essay required by these application platforms. As it’s so common, there is no shortage of sample college essay resources for this NC State personal statement. In this guide, however, we will only review NC State supplemental essay examples for the NC State-specific prompts.

It’s important to note that while the NC State admissions page only lists one required prompt, there are indeed three. You can confirm which NC State supplemental essay examples are required on the Common App website . We’ll further explore the essay prompts for the NC State application soon.

Applicants may also indicate their interest in the prestigious NC State University Honors Program. There are additional required NC State supplemental essays for applicants to the UHP.

NC State University Honors Program

The NC State University Honors Program challenges highly motivated students with unique opportunities, including Honors seminars and the Honors Forum. Additionally, Honors students can engage in special research, creative, and academic pursuits both on- and off-campus. The application process is correspondingly challenging, requiring more NC State supplemental essays.

There are two additional NC State supplemental essays you must write for the UHP . We don’t have NC State supplemental essay examples for these two, but the prompts are similar to those of other Honors programs nationwide.

Here are the UHP essay prompts:

1. one of the key components of the university honors program is a special set of courses called honors (hon) seminars. you can learn more about them here. these discussion-based seminars are designed to expose students to the ways multiple disciplines approach and solve problems. review the courses we have offered in recent years and write a 250-350 word essay in which you explain why one particular course will be of interest, furthering your academic, professional, and personal goals while engaging you and your peers., 2. another key component of the university honors program is the honors forum. the honors forum is designed to help students become active, informed, and engaged citizens. it delivers debates and discussions about contemporary social, political, and scientific issues; lectures from people with compelling stories to tell; and performances from a diverse collection of artists. you can learn more about it here. as a uhp student, imagine you are tasked with helping select speakers and topics for the honors forum. in an essay of 250-350 words, tell us what speaker, creative figure, or topic would you promote how did you make your choice how does your choice educate, challenge, and inspire others.

In general, these essays should be particularly strong, featuring introspection on your experiences and your future. You should emphasize academic curiosity, particular offerings of the program , and, if possible, concrete aspirations. Make sure to highlight your thirst for knowledge and willingness to engage with the world and people around you. Check out our guides for Boston , Brown , Purdue , and Clemson Universities for some advice on similar essays.

NC State Supplemental Essay Prompts

As stated above, our three NC State supplemental essay examples will cover the three NC State supplemental essay prompts. All NC State supplemental essays have a 250-word limit. The prompts are:

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

2. nc state university is committed to building a just and inclusive community, one that does not tolerate unjust or inhumane treatment, and that denounces it, clearly and loudly. please describe what those words mean to you and how you will contribute to a more diverse and inclusive nc state environment., 3. discuss any other obstacles and/or hardships that you have encountered that have affected you personally or academically and how you dealt with them..

Of course, the wording of the prompts can change between admissions cycles. As a result, NC State supplemental essay examples that worked may look different from year to year. In fact, two of our NC State supplemental essay examples address slightly different versions of the current prompts. However, the best approach for NC State essay examples is still the same.

NC State Supplemental Essay Prompts Breakdown

Let’s briefly discuss the best way to approach each prompt. Keep these tips in mind as you read our NC State supplemental essay examples and our specific commentary on each one. How can you implement these in your own essays?

Why this major essay

The first prompt is a fairly standard why this major essay example combined with a why school essay example. When applying to NC State, first-year applicants are required to choose a first- and second-choice major . There are scores of NC State majors but no undecided option. So, even if you aren’t entirely sure, do your best to choose a major you’re interested in.

NC State essay examples that answer this prompt well are clear about their interest in a specific field of study. Equally important is specificity regarding the school. You’ve probably heard this advice a thousand times: talk about programs, professors, or courses you like. It’s cliché, but it’s true. Doing your research on a school never hurts, and the best NC State essay examples leverage that research.

Cultural diversity essay

The next prompt is essentially a cultural diversity essay, asking about your contribution to a diverse community. NC State essay examples answering this will have an extra point to consider: denouncing injustice. There are infinite ways to approach this one, as everyone brings something unique to campus. But it’s important to address the prompt’s question of what a “just and inclusive community” means to you.

Obstacle essay

Lastly, there is the optional obstacle essay. At first, “any other obstacles” may make it seem like this is a space to detail extenuating circumstances. Indeed, writing about personal hardships is absolutely acceptable, especially if you’re explaining a dip or gap in your academic history. On the other hand, if you have a more general academic or personal challenge, write it. Knowing how to get into NC State means knowing how to deepen your personal narrative . These 250 words can do just that. In other words, don’t think of this as just an optional essay.

Finally, before we look at some NC State supplemental essay examples, remember that they’re broadly useful. Even if you’re not completing an NC State application, these NC State supplemental essay examples answer common essay prompts. In other words, the NC State supplemental essay examples and advice we give may prove helpful with other college essays.

NC State Essay Example #1 – Why Major/Why School?

The first of our NC State supplemental essay examples answers the following prompt:

Discuss your reasons for pursuing the Major/Academic Program selected above.

You’ll notice it’s a reworded version of the first prompt. Here is the sample college essay:

NC State Essay Example #1

As an innovator and creative thinker with a love of math and science, I am interested in pursuing a career in engineering. I will contribute my natural curiosity to the NC State learning community while developing critical thinking skills and collaborating with my peers. 

Why this NC State essay worked

First of all, you’re may be thinking, “Is that it?” Remember that prompts can change from year to year. When this essay was submitted, this prompt had a 50-word limit. However, even short NC State essay examples have something to teach us—especially for other short-answer essays. In essays this short, every word counts.

When writing NC State supplemental essay examples, it can be challenging to stay concise. With a prompt this short, you have no choice. Short NC State supplemental essays have no room for the anecdotes and dialogue found in an NC State personal statement. This writer states clearly what kind of student they are, their areas of interest, and aspirations for college and beyond. Although stylistically different from a narrative why this major essay example, it still checks all the boxes of an effective sample college essay.

In fact, it’s not a far leap to adapt NC State essay examples like this for the current prompt. The author could write about a time they demonstrated the qualities laid out so neatly in this essay. If you’re getting lost in the weeds drafting an essay, take a step back. Can you write what you want to say in 50 words? Give it a try—you may find that you just need to clarify your vision.

NC State Supplemental Essay Example #2 – Obstacle Essay

The second of our NC State supplemental essay examples is about obstacles. Specifically, it answers this prompt:

Discuss any obstacles and/or hardships you have encountered and how you dealt with them.

This is nearly identical to the current third prompt, except that the current version specifies that obstacles can be personal or academic. Let’s read the essay, which also had a different—longer—word limit when it was submitted:

NC State Essay Example #2

A familiar sense of dread washed over me as I contemplated suffering through yet another group project. My AP Language class was essentially a yearlong exercise in collaboration. The groups always consisted of a leader personality and a few follower types, and I had come to expect directing projects assuming all responsibility. This time, I would have to lead my team in creating a video and website, while resisting the temptation to do the project myself. I struggled to make myself vulnerable by releasing control. 

I was always placed with two students who consistently saved their work until the night before it was due. My mind went on autopilot, organizing my time to complete the entire project myself. I tirelessly researched facts and wrote a script for our video, individually bearing the load of an assignment designed for three people. As the deadline approached, my stress level and workload increased. I realized something had to change. I embraced the different learning styles and work ethics of my group. Typically, I would choose to collaborate with students I know well, but it can prove deadly for creativity. While working on the website, I assigned each person a specific task so that everyone was invested in the outcome. Leading this diverse team by delegating produced better results. In the past, my classmates had depended on me, but this time, I insisted on equal contributions. Our website was much better as a culmination of everyone’s ideas instead of a reflection of only my own. Through this and future projects, I learned to thrive on collaborating for a common purpose. 

I have translated my delegation skills directly into my life. When I paint houses with Habitat for Humanity, I have seen how effective collaboration helps others who are less fortunate. Even though it can be challenging to entrust the outcome to others, each person in our group has a different skill set to aid in the completion of the house. Whether working at school or in the community, I have learned that delegating the work is essential to successful collaboration.

Why this NC Supplemental Essay worked

Effective NC State supplemental essays for this prompt will be both retrospective and introspective. That is to say, they reflect not only on the obstacle, but how you navigated it with your tools and knowledge. What did you learn about yourself in the process? Did overcoming this obstacle change you?

This author is frank about their control issues and how this character flaw was hindering their group work. Clearly, they have thought a lot about their approach to group projects, as well as their struggles with leadership. Additionally, they acknowledged their history of working with the same people and why that is often unproductive. Acknowledging personal flaws and growing with them is welcome in NC State supplemental essays.

Good NC State essay examples like this one are also full of specific details. Here, the writer delineates their process of realizing the problem, then delegating tasks. The reader can see into the writer’s thought process, following their shift in perspective. Details help to root NC State essays examples in reality and keep the reader engaged.

Finally, the writer draws connections between this experience and other areas of their life. This is a great strategy for showing that you can apply lessons to different situations and recognize those links. Good NC State supplemental essay examples are able to illustrate the relationships among various skills, experiences, and activities. Moreover, great NC State State essay examples can show those through time: how could this challenging experience inform your future?

NC State Essay Example #3 – Diverse Community Essay

The last of our NC State supplemental essay examples addresses the following prompt:

NC State is a community that is strong because of the diversity of our perspectives and experiences. Please describe how you could contribute to or benefit from campus diversity. 

This prompt looks the most different from its current version, though it’s still very similar. The current prompt includes NC State’s vision for an inclusive community and asks for a response. With that said, let’s read the last of our NC State essay examples.

NC State Essay Example #3

Diversity is the culmination of experiences and backgrounds within a community. 

Through my diversity of opinion, I have contributed to my high school classroom as well as [NAME OF SCHOOL REDACTED]. In my AP Literature class, I look beyond the literal meaning of a poem and into the deeper meaning, often suggesting a contrasting interpretation. I play the Devil’s advocate in an AP Government debate to explore the many facets of an issue. In my AP Spanish class, I apply my grammatical knowledge to our class discussion of the differences between the Mexican and American education systems. While attending [NAME OF SCHOOL REDACTED] for instrumental music, I had a unique perspective as a French horn player in a large orchestra. I will continue to seek out opportunities to provide various perspectives in a classroom setting, respect differences of opinion, and promote intellectual curiosity. 

Why this essay worked

By opening with their definition of diversity, the writer provides a frame for understanding the rest of their essay. This can be helpful for prompts that could have multiple different interpretations depending on the individual. Even more, it can help you set the theme for your essay.

This writer centers the intellectual diversity they bring to the table, from poetry analysis to debate. By providing several discrete examples, they evoke both the multitude of things they do and the various perspectives they hold. They show the reader that they consider topics from all angles and try to find new points of view.

Aside from the wealth of examples, the writer strikes a balance between showing and telling. Another piece of advice college applicants never stop hearing, showing-not-telling is important. However, it’s also critical to arrive at your point. What are these examples and anecdotes for? This writer closes by looking to the future and how their intellectual curiosity will underpin their approach to college.

Are NC State Supplemental Essays important?

As you cannot submit your application without NC State supplemental essays, yes, they’re important. But more than just fulfilling a requirement, NC State supplemental essays show NC State admissions officers who you are. In addition to the NC State personal statement, NC State supplemental essays demonstrate your personal and intellectual character. 

Even if you know all about how to get into NC State, an acceptance letter is never guaranteed. As one of the top schools in North Carolina , NC State is in high demand, especially among North Carolina residents. In light of that, highly polished and intentional essays are a must.

Another confounding factor is test-optional admissions . NC State has gone test-optional through fall 2024 in response to the challenges of testing during the COVID-19 pandemic. In the most recent admissions cycle, 53% of students applied without submitting test scores. In such cases, the rest of an NC State application is weighed more heavily. Especially for students applying without test scores, strong NC State essays can make or break your NC State admissions chances.

If you’re banking on financial aid and scholarships, applying early with well-crafted NC State supplemental essays is the best strategy. Early deadlines usually yield higher acceptances and more financial aid, no matter what school. The NC State Early Action deadline is November 1st , so make sure you start writing early to get ahead.

Getting Started on your NC State Essays

By now, you’ve read some NC State supplemental essay examples and are ready to start writing your own. Right? Or maybe you’re not sure what to write about. Choosing a topic is the first step to writing college essays. Reflection and brainstorming exercises can help you think of potential topics. Start your college admissions process early to give yourself plenty of time to think, draft, and edit.

For example, you might try a free write. Pick a prompt, set a ten-minute timer, and write anything that comes to mind. These could be isolated words or whole sentences spanning a wide range of possible topics. After the timer goes off, you may have the seeds for a few drafts.

You could also try making a mind map. Choose a prompt and a topic, like an extracurricular activity or experience, then make a web of ideas around it. This can be helpful if you already know your subject but aren’t sure about what exactly you want to say.

If you’re having trouble with the first prompt, try reading another why school essay example or two. Think about what you know about NC State, why you like it, and why it’s on your college list. There should be reasons beyond high rankings , like programs, location, or campus culture. Try to link those to your academic interests in your NC State supplemental essays.

However you approach your essays, make sure to edit your drafts with the help of others. Revise your NC State personal statement thoroughly , since you’ll likely send it to multiple colleges. Even before closely proofreading your essays, you should edit them for clarity—do they address the prompt? Also, you should ask a trusted peer or adult for feedback to further refine your essays.

More CollegeAdvisor Resources to Support You

CollegeAdvisor.com has no shortage of resources for you to use in your college admissions journey. If you’re still researching colleges, take a look at our college finder series. This series covers the college search , college list , and comparing colleges . If you’ve narrowed your scope to North Carolina, we have a list of the best colleges and universities in the state .

In addition to these NC State supplemental essay examples, we have sample college essay articles for dozens of colleges. Whether NC State is your dream school or you’re applying to other great universities, our essay guides can help you.

In particular, we have a whole guide to the “ why this school ” essay, featuring longer essay examples and detailed analysis. For help with the cultural diversity essay prompt, check out our webinar on highlighting your own diverse perspective. Finally, we have more general guides to writing outstanding supplemental essays, as well as a wide array of essay examples .

As for the NC State personal statement, we have a ton of panels and advice straight from Admissions Officers. We even have a webinar entirely on personal statement revision . And if you’re starting early (smart!), we have tips on using the summer to draft your personal statement.

NC State Supplemental Essay Examples – Final Thoughts

We looked at three different NC State supplemental essay examples and why they worked. Good NC State supplemental essays address the prompt directly and concisely. While narrative NC State supplemental essay examples are common, we saw that you don’t always need an anecdote. Rather, you should focus on clearly conveying the qualities that will help you succeed at and contribute to NC State.

NC State University is one of the best universities in North Carolina, and among the top universities nationwide. As a renowned research university, NC State offers a top-tier education for those who can impress NC State admissions. A successful NC State application needs polished NC State supplemental essays. Reading NC State essay examples is a good place to start.

As part of our mission to demystify college admissions, all of our articles and webinars are free to use. We also have an extensive network of Admissions Experts who can provide personalized, one-on-one support on your schedule. Whether you’re wrapping up sophomore year or about to become a senior, we’ll work with you on your admissions strategy.

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

Personalized and effective college advising for high school students.

• Advisor Application
• Popular Colleges
• Privacy Policy and Cookie Notice
• Student Login
• California Privacy Notice
• Terms and Conditions
• Your Privacy Choices

By using the College Advisor site and/or working with College Advisor, you agree to our updated Terms and Conditions and Privacy Policy , including an arbitration clause that covers any disputes relating to our policies and your use of our products and services.

Is your senior struggling to write an essay about diversity for their college application?

In last week’s blog post, we started breaking down the supplemental essays for a few of our clients’ most popular colleges. This week we’re taking a look at NC State University and the diversity essay.

On top of the Common App, NC State requires two supplemental essays for all applicants. The 2020 supplemental essays are: 

• Discuss your reasons for pursuing the Major/Academic Programs selected above? (250 words)
• Prompt 2: NC State University is committed to building a just and inclusive community, one that does not tolerate unjust or inhumane treatment, and that denounces it, clearly and loudly. Please describe what those words mean to you and how you will contribute to a more diverse and inclusive NC State environment. (250 words)

Applicants are required to answer both essay questions. Again , the ultimate goal of the supplemental essays is to share further insight into the most unique and positive values and character traits in your senior’s life. 

The supplemental essays should highlight the parts of your teen’s personality that are not as visible in their grades or test scores or that your senior wants to explain at a deeper level from the Common App essay

Prompt 2: The Diversity Essay

The goal of the diversity essay is to highlight your teen’s personal values and demonstrate how those values align with NC State’s values. From the prompt, we can see that NC State values inclusive community and just and humane treatment. Your teen’s essay should reflect how he/she prioritizes these values in everyday life. 

If your teen has an explicit experience with diversity they’d like to share, sharing a personal experience is a great option. Make sure that your senior draws a connection between the experience in the essay and NC State’s values. 

Many teens have difficulty trying to write about exactly how they showcase diversity in their life, in school, and in extracurricular activities; however, if they take time use creativity, they can craft a cohesive, well written response . If this is the case, encourage your teen to think about how he/she has tried to foster a sense of inclusion in life. 

Here are some places your teen may have experienced diversity and/or gotten the opportunity to promote inclusion:

• A sports team
• A club at school
• In class at school
• A summer job

If your teen is still struggling, think about how your teen will benefit NC state’s emphasis on diversity and inclusion. How will going to NC State define your teen’s understanding of diversity and inclusion? How will your teen embrace diversity at NC State?

These guiding questions and ideas will help your teen write a killer supplemental essay for the NC State college application.

If you are interested in learning more tips and tricks about the college application essay, don’t miss out on our weekly newsletter to keep you and your teen steps ahead of the competition and closer to college acceptance by scrolling to the bottom of this page and entering your information. 

Don’t forget, it isn’t too late to sign your teen up for our College Admissions Essay Writing program . Our program takes the stress off of parents while helping seniors write the best essays for their college applications to win with admissions and scholarships without the parents having to lift a pen.

Visit our Facebook , Instagram , or LinkedIn for more content including videos and more in-depth looks at tips from our blog posts. 

Happy fall!

The Total Writing Team

Latest Posts

• A tried-and-true formula for essay success
• Earn an ‘A’ in English Class – 5 Tips
• 7 Steps to Eye-Catching Essays that Get You Into Your Dream College
• How to Gain Confidence in Yourself, Releasing Other People’s Limited Perceptions
• A Step-by-Step Guide to Pre-College Essay Writing
• College Admissions Process
• Goal Setting
• High School Freshman
• High School Junior
• High School Senior
• High School Sophomore
• Junior High
• Leadership Tips
• Reading Techniques
• Reflections and Musings
• Study Habits
• Study Skills
• Writing Secrets

Get Started With Total Writing Enrichment Today

We can help any motivated student learn writing skills, improve grades in high school and college and get into their dream college or graduate school. These skills lead to learning the most essential ingredients of college admission essays and success in collegiate writing.  That’s what we do every day at Total Writing Enrichment. The result? College admission essays and high school English papers your child is proud to call their own—and creative, organized writing that gets your teen into college.

How exciting is it to be standing on the doorstep of your teen’s next big journey?

With just one more stop along the way, the fast-track to educational success… and a mailbox full of acceptance letters, “we love amy and total writing enrichment. both my boys got into their dream colleges. amy offers just the right combo of technology and personal teaching. we totally recommend her programs and tutoring”, – kelli dumser, charlotte catholic high school parent, become a college admission essay writing star here….

Kirsten Courault

Other students also liked, how to write about yourself in a college essay | examples, what do colleges look for in an essay | examples & tips, how to write a scholarship essay | template & example, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Office for Institutional Equity and Diversity

• Inclusive Excellence
• Equal Opportunity
• Safe at NC State
• News & Events
• Full Site Navigation
• Diversity at NC State
• Strategic Planning: Implementation and Objectives
• Strategic Planning: Appendix
• Assessment Model
• Reports and Surveys
• African American Cultural Center
• LGBTQ Pride Center
• Multicultural Student Affairs
• Women’s Center
• Connections
• Interfaith Prayer and Meditation Spaces
• Student Employment
• Programs and Initiatives
• Opportunities for Faculty and Staff
• Opportunities for Students
• Advocacy Opportunities
• Associations and Networks
• Cultural Competence Toolkit
• DIY/DEI Curated Resources
• Guidance on Support Spaces
• Building a Trauma-Informed Practice in the Classroom and Beyond
• Interactive Resources and Websites
• On-Campus Resources

Speaking and Writing About Diversity

• Virtual Event Recordings
• Accessibility and Accommodations
• Discrimination and Harassment
• EEO and Hiring Practices
• File a Report
• 50 Years of Title IX
• Video Tutorials: How to Access EOE Services
• Complainant Resources
• Respondent Resources
• OIED Impact Response
• Toward Inclusive Practices (TIPS)
• Signature Events
• Religious and Cultural Holidays
• Subscribe and Archives

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.

• Faculty and Staff
• Parents and Families

Diversity, Equity and Inclusion

NC State’s strength is its people — a diverse Wolfpack in which everyone is welcome and has every opportunity to thrive.

Our Commitment

NC State values diversity, equity, inclusion and justice. As a public university — a university of the people — it’s essential that we welcome and support everyone in our community . That’s why a commitment to a stronger and more inclusive institutional culture is enshrined in our strategic plan .

Diverse experiences and perspectives enrich our lives. They give students the insights required to succeed in today’s global marketplace, and they make all of us more conscientious global citizens. We expect everyone in the wider Wolfpack to champion this work and to give of their time, effort and talent to support it.

Below, you can explore recent universitywide initiatives, diversity programs across our colleges and divisions, messages from leadership, upcoming events and more.

Institutional Equity and Diversity

NC State maintains a dedicated Office for Institutional Equity and Diversity to coordinate efforts across campus. The office fosters inclusion, ensures equal opportunity, and provides resources and redress for those who need them. If you have questions about diversity and inclusion at NC State, this office is where to start.

NC State Messages

Honoring indigenous communities.

Ahead of Indigenous Peoples Day, Vice Provost Sheri Schwab encourages the campus community to recognize and celebrate the holiday. 

Celebrate With Your Pack

Chancellor Woodson reminds the community to mark their calendars for NC State’s annual Juneteenth celebration and reflect on the holiday’s origins. 

Honoring Black History

Chancellor Woodson welcomes Black History Month with a message on the importance of engaging, learning and connecting with Black history at NC State and beyond. 

Current Initiatives

Our work to foster diversity and inclusion is an ongoing, proactive effort at NC State. Here are some of the key initiatives and programs in place to strengthen our university’s culture, including recent developments and institutional updates.

Community-Driven Land Acknowledgment

NC State remains committed to providing support, resources and programs to support our Indigenous students, staff, faculty and community members.

Read more 

Living and Learning Villages

Develop personally and find community in one of our 15 villages built on shared values, academic interests and inclusivity.

Explore the villages 

Wolfpack Wellness

NC State strives to empower the campus community to thrive through six elements of wellness: purpose, financial, physical, emotional, social and community well-being.

Find resources 

The Engineering Place

Since 1999, NC State has developed programming dedicated to diversifying engineering and engineering education.

Learn more 

Drop-in Spaces

Check out NC State’s eight drop-in spaces where students can casually find connection and support, no commitment required.

Find support 

Transformational Scholarships Program

Launched in 2021, the program will soon welcome its second cohort of Transformational Scholars from Eastern North Carolina.

Understand the impact 

• Safe at NC State

Get the help you need through the support services offered by the Office for Institutional Equity and Diversity.

Get connected 

Educational Opportunities and Trainings

A wealth of diversity and inclusion training is available to the NC State community in support of learning goals for all faculty and staff.

See workshops and trainings 

Initiative for Community Growth and Development

The Initiative connects world-class scholarship, academic research and community to further a vibrant, prosperous, equitable and inclusive quality of life in North Carolina.

Read the latest news 

Upcoming Events

Saturday 9:00 AM

DataFest at NC State

Sunday 9:00 AM

Monday 9:00 AM

Every Person Is an Invention: Who Gets To Tell Your Story?

Nc state’s inclusive language guide.

Rooted in the practice of cultural humility, this guide helps communicators across campus be more representative and inclusive in their storytelling.

Diversity Resources and Connections

NC State’s Office for Institutional Equity and Diversity offers and helps to coordinate a wealth of resources and programming across NC State. Our entire campus community is committed to making this place a safe, welcoming home for every member of the Wolfpack.

Office for Institutional Equity and Diversity

• Contact OIED
• Community Connections newsletter
• Education and training
• Vice provost’s statements
• Programs and initiatives
• Giving to OIED
• Equal opportunity and equity

Diversity in the Colleges and Divisions

College of Agriculture and Life Sciences (CALS) Alexandria Graves Director, Office of Diversity and Inclusion

College of Design Tameka Whitaker Assistant Dean, Student and Academic Services

College of Education Joy Gaston Gayles Senior Advisor for Advancing Diversity, Equity and Inclusion

College of Engineering Angelitha Daniel Assistant Dean for Diversity, Equity, and Inclusion

College of Humanities and Social Sciences (CHASS) Juliana Nfah-Abbenyi Assistant Dean, Office of Diversity

College of Natural Resources (CNR) Stacy Nelson Interim Associate Dean for Diversity and Inclusion

Shaefny Grays Interim Director for Diversity and Inclusion

Poole College of Management Tayah Butler Assistant Dean, Director of Diversity, Equity, and Inclusion

College of Sciences Jamila Simpson Assistant Dean for Inclusive Excellence

Graduate School David Shafer Assistant Dean for Outreach and Diversity

College of Veterinary Medicine (CVM) Vacant Director, Diversity and Multicultural Affairs

Wilson College of Textiles (WCOT) Vacant Director of Diversity Programs

The Libraries Jennifer Garrett Associate Director, Organizational Design, Equity, & Talent

Division of Academic and Student Affairs (DASA) Vacant DEI Officer

Diversity Partners Across Campus

Office of the Chancellor Randy Woodson Chancellor

Office of the Provost Warwick Arden Executive Vice Chancellor and Provost

Living and Learning Villages Chester Miller Director

Office of Global Engagement Bailian Li Vice Provost

Human Resources Timothy Danielson Associate Vice Chancellor

Athletics Boo Corrigan Director

Student Ombuds Services Mike Giancola Ombuds

NC State Police Daniel House Chief

“We will work to ensure diverse perspectives are embraced at all levels, in all processes and through all decisions.”

Join Our Wolfpack

NC State works on behalf of North Carolina and its people — all its people. Our university exists to improve lives, better the world and share the fruits of learning and discovery with everyone who needs them.

If you share that mission, NC State is for you. Together, we can ensure this university reflects and sustains the communities it was built to serve.

Whoever you are, wherever you’re from, we want you here — and we’ll do everything we can to help you thrive.

Start your journey 

NC State is one of the top-rated employers in the state, and our diverse and dedicated employees do work that matters.

Grow your career 

Choose Your Test

Sat / act prep online guides and tips, 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 .

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

• Future Students
• Current Students
• Faculty and Staff
• Alumni and Friends
• Professional Educators
• Strategic Plan
• Advancing Diversity, Equity and Inclusion
• College Resources
• Undergraduate
• Transfer Students
• Departments
• Alternative Licensure and Residency Programs
• How to Become a Teacher in North Carolina
• Professional Education
• Global Programs
• Holmes Scholars Program
• N.C. Teaching Fellows
• Transformational Scholars
• Student Services and Advising Center (SSAC)
• Office of Graduate Student Services
• Scholarships and Financial Aid
• Research Expertise
• Research Projects
• Research Publications
• Research Office
• Research Café
• Friday Institute
• Belk Center
• Give Now 

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 

Which program are you applying to?

Accepted Admissions Blog

Everything you need to know to get Accepted

May 11, 2023

Writing an Excellent Diversity Essay

What is the diversity question in a school application, and why does it matter when applying to leading programs and universities? Most importantly, how should you respond?

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

In this post, we’ll cover the following topics: 

How to show you can add to diversity

Why diversity matters at school, seven examples that reveal diversity, how to write about your diversity, diversity essay example, want to ensure your application demonstrates the diversity that your dream school is seeking.

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 can use it to show how your background will add a distinctive perspective to the program you are applying to.

Download this sample personal background essay, and see how one candidate won over the adcom and got accepted into their top-choice MBA program.

Of course, if you’re not from a group that is underrepresented in your field or 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.

You could be the first member of your family to apply to college or the first to learn English in your household. 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 previous school, or in an earlier work experience. 

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.

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

Adcoms want to know about your personal diversity elements and the way they have helped you develop particular character and personality traits , as well as the unusual experiences that have shaped you.

Here are seven examples an applicant could write about:

• They grew up with a strong insistence on respecting elders, attending family events, or learning their parents’ native language and culture.
• They are close to grandparents and extended family members who have taught them how teamwork can help everyone thrive.
• They have had to face difficulties that stem from their parents’ values being in conflict with theirs or those of their peers.
• Teachers have not always understood the elements of their culture or lifestyle and how those elements influence their performance.
• They suffered from discrimination and succeeded despite it because of their grit, values, and character.
• 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).
• They’ve encountered racism or other prejudice (either toward themselves or others) and responded by actively promoting diverse, tolerant values.

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

Your background, influences, religious observances, 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.

Your answer to the diversity 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 well ask how you think of diversity or how you can bring or add to the diversity of your school, chosen profession, or 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, well, diversely:

• Identity : 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.
• Deeds : 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?
• Ideas : 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? 

Learn more about this three-part framework in this podcast episode.

Think about each question within this framework and how you could apply your diversity elements to the classroom, your school, or your community. Any of these elements will 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 pass the diversity test!

And please remember, the examples I have listed are not exhaustive. There are many other ways to show diversity!

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

Want our advice on how you can best show diversity?

Click here to sign up for a free consultation.

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

When I was starting 11 th 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:

• The writer comes from “a comfortable, suburban, Wisconsin life,” suggesting that her own background might not be ethnically, racially, or in other ways diverse.
• 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.
• 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 and . This checklist includes more than 30 different ways to think about diversity to jump-start your creative engines.

Related Resources:

•  Different Dimensions of Diversity , a podcast episode • What to Do if You Belong to an Overrepresented Applicant Group • Med School Admissions Advice for Nontraditional Applicants: The Experts Speak

About Us Press Room Contact Us Podcast Accepted Blog Privacy Policy Website Terms of Use Disclaimer Client Terms of Service

Accepted 1171 S. Robertson Blvd. #140 Los Angeles CA 90035 +1 (310) 815-9553 © 2022 Accepted

Diversity Statements

What this handout is about.

This handout will help you write a diversity statement in preparation for an academic job. Although it is geared toward academic jobs, much of the advice throughout this handout can be used to construct diversity statements for other fields. Overall, this handout offers insights into the form and construction of an effective diversity statement.

What is a diversity statement?

The diversity statement is a relatively new addition to the job application portfolio. It tends to be a one- to two-page document that explains your experiences with and commitments to diverse populations of students. A university that seeks this statement from applicants is typically concerned with ensuring that faculty hires are familiar with its diverse student populations and willing to support students in line with the university’s mission statement. A successful diversity statement talks about your background and how you will create a diverse and inclusive learning environment for all students.

What is diversity?

There is no universal definition that all institutions use for diversity. This lack of definition can be frustrating. You may find yourself at a loss for how to talk about a concept that is not defined. However, there are still clues, usually provided by the institution. You can ask:

• Does the university have a diversity statement on its website?
• Does the university have a diversity and inclusion office? If so, what is its mission statement?
• How has the university’s alumni magazine discussed the current student population?
• Does the office of institutional research publish public reports about diverse populations?

However, not having a definition can be freeing. It allows you to really consider your commitments to students and examine what diversity could mean. For example, if you are considering a college or university set in the mountains, it may mean a student population that identifies as Appalachian. Conversely, schools in North Carolina might be concerned with the enrollment and matriculation of Indigenous students. In other words, how diversity is interpreted depends largely on the institution, its location, and its current student population. Ask yourself:

• Have you worked with first-generation students? International students? Students from underrepresented minority groups?
• Have you worked with students from rural or urban environments?
• Are you familiar with students from the South, Northeast, Midwest, Northwest, Southwest?
• Have you worked with students who identify as neuroatypical?
• Have you worked with students who identify as LGBTQIA+?
• Are you familiar with students from a range of socio-economic backgrounds?
• Have you worked with non-traditional students?

This list of questions is not meant to be comprehensive but to help you think about how you consider diversity as a future instructor at a university. If you happen to have little to no experience working with diverse populations of students, do not fear. There are strategies, which will be addressed below.

Before you start writing

Bear in mind that writing this statement will require you to be flexible in both how you define diversity, as we discussed above, and how you have encountered diversity throughout your career. Below are some strategies for demystifying the expectations for diversity statements.

Consult models

Because the diversity statement is a new addition to the application portfolio, you may find that your usual mentors are unable to give you more direct guidance in its composition. However, it does not mean that you do not have options. You might:

• Reach out to colleagues and friends in the early stages of their career and ask them about their experiences writing diversity statements.
• Ask your university’s career services if they have any examples.
• Try to find examples from successful job candidates.
• Ask people who have recently served on hiring committees.

All of these suggestions can help demystify the process of writing a diversity statement. You also might want to reflect on how diversity is discussed on your current or most recent campus, and compare it to how diversity is discussed at the potential new campus.

In order to tailor a diversity statement to a specific institution, you need to think about the concerns of your audience and how your approach to diversity fits into the broader mission of the university and the department. In essence, this essay allows you to communicate how you will potentially serve the students at your new university in a way that is slightly different than your teaching statement and job application letter. Below are some questions you might consider:

• How has the university approached diversity recently?
• Does the university have a diversity and inclusion office?
• How has the university defined diversity in the past? How are they defining it now?
• What populations does the university serve?
• Are there any populations on the rise or in decline in the university or university system?
• Is the university in the midst of any diversity initiatives? If so, what are they?
• Whom does the department serve?
• Do certain student populations take more courses in the department than others?
• Is the department involved with any diversity initiatives?

These questions can help you consider the institution’s commitments and make clear the populations of students with whom you will be interacting. Moreover, they can help you understand your audience and anticipate what information might be most pertinent or interesting to them. After all, part of the goal in writing this statement is presenting yourself as capable and competent in teaching and interacting with the students whom the university serves.

Writing a draft

Because diversity statements continue to evolve, there is no set form. The lack of a standard form allows for creative freedom—hopefully a positive. As such, this section will provide a variety of considerations and strategies to compose a diversity statement.

Organization

You have many options for crafting your statement to emphasize the aspects of diversity most important to you. Below are a few examples of different organizational strategies:

Think of your statement as a narrative (past, present, future). This strategy allows you to build upon past experiences to point towards future development. You might consider these questions:

• How have your previous experiences informed your understanding of diversity?
• How do you currently approach diversity and inclusion in and outside the classroom?
• How do you think your current practices will translate to a new environment?
• If you have had little interaction with students from diverse backgrounds, how have you learned about diverse student populations? How might you make your classroom inclusive?
• How might you apply the knowledge you have learned in the future?

This approach can help you think about how your approach to diversity has changed over time and demonstrate your ability to adapt to new environments.

Structure your statement around your commitments to diversity. This strategy asks you to prioritize your commitments and expand upon them based on your past and current experiences, as well as your future goals. You might consider these questions:

• How have you made your classroom accessible and inclusive?
• How have you invested in diversity or inclusion in the past?
• Have you worked with specific groups of students or student organizations?
• Have you integrated your commitments into your research? If so, how?
• Have you integrated your commitments into your teaching? If so, how?
• How does your research inform your teaching?
• How have you or will you make the classroom inviting to a variety of students?

This approach ultimately helps you think about how diversity is an integral part of who you are as a researcher and instructor. It can help demonstrate how you connect your work inside and outside the classroom.

Narrow your focus to teaching. This strategy focuses on practical application of diversity in the classroom. It asks you to think about how you may have shifted your teaching to serve different groups of students. You might consider these questions:

• How do you foster diverse student perspectives?
• How have you integrated diverse perspectives in your teaching?
• How have you approached controversial topics, such as religion or politics, in the classroom? How did you include all students in these types of discussions?
• How does your course material reflect contributions from diverse perspectives?
• How have you modified class discussions and course materials to include all your students?
• How have you in the past and how will you in the future continue to encourage students to think about the effects of racial, cultural, gender, socioeconomic, and other differences?

This approach can characterize what is distinctive about your teaching and how it serves students, as well as how it expands their view of diversity.

Make it autobiographical. This strategy focuses on you as an individual, and it should explain how diversity has impacted your career. In this essay, some applicants might choose to self-identify. Others may instead choose to focus on their pedagogical experience with diverse populations over their career.

Talk about your own experiences as a member of an underrepresented group.

• Discuss how you have grown to understand diversity over your education and instructional experiences.
• Discuss how you have been impacted by diversity throughout your academic career, directly or indirectly.

Possible pitfalls

Not being specific. Make sure that when you talk about a certain strategy or a certain group of students that you provide a concrete example. The diversity statement is not simply a list of all the work you have done working with diverse student populations or a restatement of your CV, but it should highlight the most important aspects of how you have approached diversity in the past and include a reflection on those actions. To avoid falling into this trap of listing, you need to think about your specific experiences as evidence. This list is not exhaustive, but it will help you consider the type of examples that a reader might expect in a diversity statement:

• Specific topics you covered in class and student reactions.
• Specific assignments and students’ reactions.
• Specific strategies you have used to include all students in the classroom.
• Specific anecdotes and comments from students.
• Examples from course evaluations.
• Specific events or initiatives you participated in and their success.

Not telling the truth. Above all, be honest! If you have not had experiences with diverse groups of students or you are not a member of an underrepresented group, then you can talk about how you would approach working with students from diverse groups and backgrounds. You can mention that you have researched or studied pedagogy working with diverse groups of students. You can offer examples of techniques or classroom strategies that you would use or think would be helpful for the institution that you are applying for.

Forgetting to revise. Remember your first draft is not your last draft. For some, the revision process is the most difficult part of writing. However, sometimes the best way to tackle indecision about a draft is to receive feedback from a variety of different readers. Outside readers can help you see any shortcomings, point out places where you might need more information, and affirm that you have done a complete job. You can ask: your advisor, your mentor/s, colleagues, and other early-career scholars. For more information about the revision process, see our Editing and Proofreading handout or Proofreading video for some strategies.

Ignoring your audience. Make sure that you address the needs of the department and university. Neglecting to consider the short term and long term goals of the university or the needs of the student population at the institution makes you appear at best unprepared or ill-informed and at worst obtuse.

Not doing yourself justice. The statement should not be an exhaustive list of all the times you worked with diverse populations, a treatise on the ideal classroom, or the appropriation of a student’s or a student group’s experiences as your own. Nor should your statement fail to offer some personal reflections on your experiences in teaching or possibly outside of the classroom. The statement should share your thoughts and recognize the rewards, challenges, and difficulties of making course material and research relevant to diverse student and faculty populations.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Bryce, Leah. n.d. “Making Sense of the Diversity Statement.” Chronicle Vitae . Accessed April 4, 2014. https://chroniclevitae.com/groups/diversity-in-hiring/making-sense-of-the-diversity-statement .

Flaherty, Colleen. 2018. “Breaking Down Diversity Statement.” Inside Higher Ed , November 19, 2018. https://www.insidehighered.com/news/2018/11/19/new-paper-explores-what-faculty-candidates-include-their-diversity-equity-and .

Golash-Boza, Tanya. 2016. “The Effective Diversity Statement.” Inside Higher Ed , June 10, 2016. https://www.insidehighered.com/advice/2016/06/10/how-write-effective-diversity-statement-essay .

Kelsky, Karen. 2015. “What Is a Diversity Statement, Anyway?” In The Professor Is In: The Essential Guide To Turning Your Ph.D. Into a Job , 185–90. New York: Three Rivers Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• Meet the Staff
• Tutoring & Mentoring
• 1:1 Tutoring by Appointment
• Academic Peer Mentoring
• Drop-In Tutoring
• Weekly Group Tutoring
• Supplemental Instruction
• Information for Students
• Information for Instructors
• Writing Support
• Undergraduate Writing Center
• Graduate Writing Center
• Find Help by Course
• Academic Skill Handouts
• Academic Skill Videos

Writing and Research Resources

• NC State Resources
• Tutor and Peer Mentor Positions
• Writing Consultants
• Drop-In Partners
• Change of Major Academic Advising
• Career Counseling
• Pre-health/Pre-law Advising
• Give Now 

Citation Styles

• APA Reference Sheet (7th Edition)
• Chicago Reference Sheet (17th Edition)
• MLA Reference Sheet (9th Edition)
• Resources for Various Citation Styles

Essay Components

• Conclusions
• Counterarguments
• Finding and Using Credible Sources
• Introductions
• Quoting, Paraphrasing, and Summarizing Sources
• Thesis Statements and Topic Sentences
• Transition Words and Phrases

Graduate Genres

• Annotated Bibliographies
• Effective Email Communication
• Grant Proposals
• Lab Reports and Scientific Writing : For more, check out Labwrite , Library Research Skills for Engineers and Scientists , and this IMRaD checklist .
• Literature Reviews
• Personal Statements and Statements of Purpose
• Resumes, CVs, Cover Letters, Personal Statements : For more resources, browse the Career Development Center.
• Speeches and Presentations : For more speech assistance, see the Checklist for Evaluating a Presentation .
• Electronic Theses and Dissertations (ETD)
• The Graduate School: Engineering Writing Support ; Professional Development ; Writing Program ; Writing Workshops
• UNC Chapel Hill: Editors for Hire List ; Tutors for Hire List
• Apostrophes
• Articles (Definite and Indefinite) + Count and Noncount Nouns
• Capitalization
• Conditional Phrases + Modals
• Dealing with Tricky Words
• Passive and Active Voice
• Prepositions
• Semicolons, Colons, and Dashes
• Sentence Variety
• Subject-Verb Agreement
• Word Choice

Strategies for Writing Process Stages

• Analysis vs. Summary
• Brainstorming, Outlining, and Organizing Your Paper
• How to Peer Review
• Incorporating Your Learning Style into Writing
• Moving Past Writer’s Block
• Planning Your Paper
• Preparing for Interviews and Negotiating Salaries
• Reading a Scholarly Text
• Strategies for Proofreading
• Ten Writing Priorities and Revising, Editing, and Proofreading

Undergraduate Genres

• Conventions of U.S. Academic Writing : For continued development of these skills, explore information about the English Conversation Club and FLE Courses .
• Narrative Basics and Autoethnography
• Personal Statements and Statements of Purpose : For editing assistance, explore the list of editors and tutors in the area: Editors for Hire List and Tutors for Hire List .
• Rhetorical Analysis

1-Minute Quick Tip Videos

• 5 Brainstorming Techniques
• 5 Fallacies to Avoid
• Backwards Planning

For other study skills, check out our Academic Skill Handouts and Academic Skill Videos . Visit NC State Resources to learn more about different offices and spaces on campus.

Finished Papers

Meeting Deadlines

Emery Evans

10 question spreadsheets are priced at just .39! Along with your finished paper, our essay writers provide detailed calculations or reasoning behind the answers so that you can attempt the task yourself in the future.

Service Is a Study Guide

Our cheap essay writing service aims to help you achieve your desired academic excellence. We know the road to straight A's isn't always smooth, so contact us whenever you feel challenged by any kind of task and have an original assignment done according to your requirements.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

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!

Related CollegeVine Blog Posts

Writing my essay with the top-notch writers!

The writers you are supposed to hire for your cheap essay writer service are accomplished writers. First of all, all of them are highly skilled professionals and have higher academic degrees like Masters and PhDs. Secondly, all the writers have work experience of more than 5 years in this domain of academic writing. They are responsible for

• Omitting any sign of plagiarism
• Formatting the draft
• Delivering order before the allocated deadline

How much does an essay cost?

Starting your search for an agency, you need to carefully study the services of each option. There are a lot of specialists in this area, so prices vary in a wide range. But you need to remember that the quality of work directly depends on the cost. Decide immediately what is more important to you - financial savings or the result.

Companies always indicate how much 1000 characters of text costs, so that the client understands what price to expect and whether it is worth continuing to cooperate.

At Essayswriting, it all depends on the timeline you put in it. Professional authors can write an essay in 3 hours, if there is a certain volume, but it must be borne in mind that with such a service the price will be the highest. The cheapest estimate is the work that needs to be done in 14 days. Then 275 words will cost you $ 10, while 3 hours will cost you $ 50. Please, take into consideration that VAT tax is totally included in the mentioned prices. The tax will be charged only from EU customers.

When choosing an agency, try to pay more attention to the level of professionalism, and then evaluate the high cost of work.

All our papers are written from scratch. To ensure high quality of writing, the pages number is limited for short deadlines. If you want to order more pages, please choose longer Deadline (Urgency).

Customer Reviews

When shall I pay for the service taken up for the draft writing?

Bennie Hawra

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.