As a cultural anthropologist who focused on the privatization of education and multilingual learning in South Korea, I’m always observing how certain variables shape my students’ learning in university classrooms today.

This new section will explore what I'm seeing on the frontlines - from AI's effect on writing to supporting First Gen and multilingual students.

My second piece examines why students rarely use AI for memoir assignments (spoiler: it's about voice and ownership). If you teach writing or work with diverse student populations, this one's for you. If you’re a parent who wants to know more about what is happening in lecture halls and seminar rooms, you may also want to subscribe to Higher Ed Insights.

What are you noticing in your classrooms? I'd love to hear your observations in the comments

Sound familiar?

As educators, we know that our students often have the most compelling stories—they just can’t see them yet. After years of coaching U.S. college-bound students in Korea and working with First Gens— including those who are the first in their families to attend college in the United States— at the university level, I’ve seen students undermine themselves at every turn. Once, I received a draft where a student explained their college choice by saying they “heard the cafeteria food tastes good.” Meanwhile, my students casually mention starting new clubs or groups to create opportunities where none existed. They tell me about acting as the family translator and primary caregiver to younger siblings. In some cases, my colleagues made these discoveries during casual conversations that were transformed into college application essays. In many cases, I learned of these experiences byway of students asking for extensions or apologizing for being tardy. It was only then they gave me a glimpse into the many responsibilities they juggled on a daily basis.

To students these experiences were footnotes instead of their greatest strengths.

Our job isn’t just about helping students write essays. It’s encouraging them to see that their lived experiences are valuable and what admissions committees value.

In light of these circumstances, I wrote a toolkit for guiding First-Gen students through UC’s Personal Insights Questions with conversational starters and reframing techniques to yield results.

I decided to highlight the UC Personal Insight Questions rather than the Common App for one main reason. The extended guidelines in the UC application openly invite students to talk about nontraditional educational experiences in a way that the Common App doesn’t. Use the UC Personal Insights Questions and the additional explanations to build a foundation and create a frame, even if your students don’t apply. In such cases, your students’ responses can be reworked for the Common App.

Why This Matters For Your First Gen Students

First-Generation college students face unique challenges in the application process. They often:

• Undervalue experiences that don't fit traditional "achievement" narratives

• Struggle with imposter syndrome when comparing themselves to peers

• Lack family guidance on what colleges actually want to hear

• Feel their responsibilities (work, family care, translation) are burdens rather than leadership experiences

Your role is crucial in helping them reframe their stories as assets.

Question 1: Leadership Beyond Titles

The Prompt: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

What Your Student Might Say:

"I was never class president or team captain. I don't have leadership experience."

Your Reframing Questions:

• "Tell me about a time your family relied on you to solve a problem."

• "What responsibilities do you have at home that your friends probably don't?"

• "Have you ever had to teach or help someone learn something?"

• "Describe a time when you had to figure something out that no adult in your house could help with."

Help Them See Leadership In:

• Family management (financial, legal, bureaucratic): "When you help your parents navigate bills or government forms, you're not just translating—you're leading your family through complex systems."

• Sibling care and mentoring: "Managing your younger siblings' homework and activities while your parents work shows the same skills as managing a team project."

• Managing elderly family members’ health: “Translating, learning medical terms in another language, and caretaking as a teenager shows your empathetic leadership, blending science and culture.”

• Cultural bridging: "When you help your parents understand school policies or help teachers understand your family's situation, you're demonstrating diplomatic leadership."

Coaching Tip:

Ask them to walk through a specific day. Often, they'll casually mention responsibilities that are actually significant leadership roles. Help them see the skills embedded in what feels banal to them. Ask them if these experiences catalyzed a new interest altogether.

Student Success Story: Once, I had interviewed a student who was the primary caregiver for her grandmother whom she accompanied to all her doctor’s appointments. This experience helped her discover a passion for science and public health. During the Covid-19 pandemic, she courageously decided to become a candy-striper to give back to her community. She now wants to become a doctor.

Question 2: Creativity Through Problem-Solving

The Prompt: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

What Your Student Might Say:

"I'm not creative. I don't do art or music. I can’t write."

Your Reframing Questions:

• "Tell me about a time you had to solve a problem in an unusual way."

• "What's something you figured out how to do when no one could teach you?"

• "How do you help your family stretch money or resources?"

• "Describe a time you had to explain something complicated to someone who speaks a different language.”

Help Them See Creativity In:

• Resource maximization: Creating systems to help their family budget or find community resources

• Academic problem-solving: Teaching themselves subjects through YouTube or tinkering around in the garage when they can't afford tutoring

• Communication innovation: Finding ways to help family members navigate language barriers in important situations

• Time management: Balancing work, family responsibilities, and school through creative scheduling

Coaching Conversation Starter:

"Creativity isn't just about art. It's about finding original solutions. Walk me through how you balance everything you have to do in a typical week."

Student Success Story: One of my students who was admitted to a prestigious public university wrote an essay about his love for the Rubik’s Cube. The initial draft was dry but there was potential. After speaking with the student more about why he was obsessed with the puzzle, starting at a young age, we also talked about the fact that he spoke three languages---a result of living in three different countries. In the end, the student was able to write an application linking his relationship to the Rubik’s Cube to cultivating a diverse friend group, where he sometimes mediated conflicts. This required us to find the “red thread” throughout his responses to produce a cohesive application. It was a longwinded road, but one that ended in an offer from his top choice.

Question 3: Hidden Talents and Hard-Earned Skills

The Prompt: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

What Your Student Might Say:

"I don't have any special talents. I’m not good at anything."

Your Breakthrough Questions:

• "What do people come to you for help with?"

• "What can you do that most teenagers your age probably can't?"

• "What skills have you developed because your family or friends needed you to?"

• "What would your family and friends say you're really good at?"

Skills They Don't Recognize as Talents:

• Cultural navigation: Code-switching between home and school environments. Translating cultural expectations. Brokering relationships.

• Crisis management: Staying calm and problem-solving during family emergencies.

• Research and advocacy: Learning to navigate complex systems (healthcare, education, government) on behalf of their family. Finding adults and building relationships with those who supported them.

• Emotional intelligence: Reading situations and people to help family members succeed in unfamiliar environments.

Coaching Strategy:

Role-play scenarios: "Your family just got a confusing letter from the school district. Walk me through what you'd do." Help them see their systematic approach as a demonstrable skill.

Student Success Stories: One of my university students disclosed to me that they translated legal documents for their parents. I was floored given the complexity of legalese and the persistence someone would need, especially at such a young age to provide this support. For my student, they saw it as their responsibility and duty rather than a hard-earned skill.

Another student asked to be excused from re-occurring absences. The reason? Their younger sibling was struggling at school, requiring ongoing parent-teacher conferences. My student explained that she had to translate all discussions and provide support to her younger sibling, demonstrating her multilingual and cultural translation skills to adults. Moreover, it was clear that my student was integral in creating the support systems necessary for her sibling to thrive.

Question 4: Turning Barriers into Bridges

The Prompt: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

What Your Student Might Say:

"I didn't have the opportunities other kids had."

Your Strength-Finding Questions:

• "What did you want to learn or do that wasn't available to you? How did you pursue it anyway?"

• "Tell me about a time you had to advocate for yourself at school."

• "How have you found resources or support when your family couldn't provide guidance?"

• "What systems have you had to learn to navigate on your own?"

Reframe These "Barriers" as Growth Stories:

• Limited college guidance → Self-advocacy, research and relationship building skills

• Financial constraints → Resourcefulness and prioritization

• Language barriers → Communication and cultural bridge-building

• Family responsibilities → Time management and maturity

Key Coaching Point:

Redirect any essays that overwhelmingly focus on trauma. Likewise, if students overwhelmingly write about conflicts, or problems, help them rebalance their draft. Focus on their response to challenges, their problem-solving process, and the skills they developed. The barrier isn't the story—their ability to innovate and resilience is.

Student Success Story: In an interview for a scholarship. a high school student told me they wanted to become a UX researcher. They also wanted to let people in their underserved communities know that this was a possible career path. The solution: the student started a group to explore more and create mentorship opportunities.

Question 5: Challenges as Character Builders

The Prompt: 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?

Your Guidance Framework:

Help them structure their response around action and growth, not just difficulty.

The Story Arc You're Helping Them Build:

1. Specific challenge (not just "my family needed money" but "when my father lost his job, I had to...")

2. Concrete steps taken (what did they actually do?)

3. Support systems built (who did they turn to? how did they ask for help?)

4. Skills developed (what can they do now that they couldn't before?)

5. Academic impact (how did this make them a better student/learner?)

Red Flag to Watch For:

If they're writing about ongoing family trauma, help redirect toward their coping strategies, support-building, and personal growth rather than the details of the hardship.

Student Success Story: In an interview for a scholarship, a high school student told me that during the Covid-19 pandemic, he became one of the family breadwinners. He got a retail job (alongside his father) to help make ends meet in his family. This student clearly explained to me how he juggled his academic work with double the responsibility. The result was highly impressive.

Questions 6-8: Academic Passion, Community Impact, and Unique Value

For Academic Interests (Q6): Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

Help your students see that pursuing interests outside formal programs shows more initiative, not less. Self-directed learning demonstrates the intellectual curiosity colleges want.

Student Success Story: My student was majoring in engineering. He discovered his passion through playing video games that his hard-working parents bought. The games had multiple meanings. Evidence of his parents’ commitment and labor as well as their love for their son who was living a very different life than they had. These games had meaning beyond a way to spend time during the weekends. Through these experiences, my student became very interested in video game design, using his hobbies as a launchpad to seek more help from his schoolteachers.

For Community Impact (Q7): What have you done to make your school or your community a better place?

Remind them that "community" includes family, neighborhood, cultural community, workplace, or school. Their impact might be helping one family navigate systems, but that's still meaningful community contribution.

Tip: Consider having students draft this response even if they don't plan to use it - their community impact stories often contain leadership or challenge narratives that work better for other prompts.

For Unique Candidacy (Q8): Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California?

This is where their first-gen perspective becomes an explicit asset to campus diversity. Help them articulate what they'll bring that other students can't.

I believe every student should take this opportunity to answer this question. It can be used to “tie up loose ends” with a slam dunk, making a strong case for why someone would be contribute to the university. Although many of my students have similar general experiences (parentifying, translating, caregiving, growing up too quickly, independent) the way each individual approaches a life circumstance is unique according to specific contexts and personalities. This question invites students to more fully show the characteristics that make them who they are.

Next Steps For Counselors

Often, educators don’t realize their students are First Gen but keeping these prompts and essay writing strategies in mind can help them become more aware of how to provide appropriate support upon discovery.

Make sure to schedule follow-ups, create worksheets and develop scaffolding prompts to help students organize their ideas. Keep an open dialogue with them, giving them opportunities to talk about their lives beyond school and college applications. You just may discover the bread and butter of what will eventually turn into a winning application essay.

Most importantly---stay curious! Your interest signals to students that their stories matter, providing encouragement during a stressful period in their lives.

Finally, share this with a colleague who works with students.

Dr. Sandy Oh is a former college application coach and current advocate for first-generation college students. She provides training and resources for educators working with students who are the first in their families to pursue higher education.

Want more strategies for supporting first-generation college students? Subscribe to get practical guidance delivered straight to your inbox, including essay writing resources, and success stories from the field.

If there’s one thing I’ve done a lot of, it’s reading student essays and providing feedback. Most of my students are in their First Year. The vast majority of them have never been taught how to write a research essay, adhering to the rigid rules of Academic English. The ones who know how to tackle this assignment benefit from understanding how to use AI without compromising academic dishonesty.

My experience showed me that all my students are perfectly capable of writing a clear, strong essay. They just need some explanation.

Enter this guide: How To Write The Dreaded College Essay With AI Guidelines and Examples.

Think of it as the greatest feedback hits, rolled into a crash course.

The best part—my students made requests and provided feedback. One of my contributers is an adult student returning to community college this fall. I was pleasantly surprised to hear that he found the guide easy to read, addressing common writing pitfalls he’s prone to making.

Furthermore, students told me that writing an essay in the age of AI has become confusing. Professors never set clear guidelines and explain rules.

So I took the time to put all of this together.

This guide is available on Teachers Pay Teachers and Gumroad.

Would love for you to be some of my first readers and hear your thoughts!

Big thanks for sticking around!

Subscribe now

Much of the discussion on First-Gens is anchored in feelings of not belonging, having imposter’s syndrome, financial stress, and being spread too thin (Beresin 2021; ineedjobthrowaway 2023, Wilbur and Roscigno 2016). Scholarly research argues otherwise, citing resilience, expert network building, and resourcefulness as important practices leading to academic success (Payne, Muenks, and Aguayo 2023). Following along this trajectory and in the interest of writing against those dominant narratives that focus on the negatives, I encourage First-Gen scholars to draw from their experiences to inform their analyses.

In all of my classes, students are asked to apply reflexive methodology, whether they know it or not. In the Intro to Cultural Anthropology, I’ll introduce the concept to you. We will frequently do individual writing exercises where you draw from your own experiences, tapping into your wisdom to make an assessment. If you’re enrolled in my Research Methodologies course, we’re going to extensively read, talk about, and re-visit this topic again and again. Even in my Writing and Rhetoric class, students are asked to consider how a writer’s race, class, gender, sexuality, and religion shapes their worldviews and the choices they make.

And to you First-Gen, I encourage you to do the same. If the academic world is new to you and your family, you have a superpower. You have a fresh pair of eyes. The financial responsibilities (and burdens too) that you may carry are what help you understand institutional structures of power. I would rather you did not have to learn through first hand experience, but this your eyes, ears, and emotions are so, so valuable.

Think about it—-if the Ivory Tower, historically, was comprised of structural barriers to keep people like you and me out of its hallways, what do you think we can offer? As newcomers, entering a landscape where we were blatantly excluded, this can be a boon. What is black and white, clear as day to many of us, is often news to our peers.

Throughout my career, I’ve met, befriended and work alongside with many wonderful colleagues from many different backgrounds. Some come from academic families and saw their career path as a natural progression. Others have parents working in white-collared professions outside of academia. There is also a fair share of those who are the first in their families to venture into obtaining a graduate degree. Then there are First-Gens.

I’ve said it before and I’ll say it again: it’s great to have people in your corner who come from academic and other white-collared professional families. They can supplement some of the crucial information that you will need to succeed. And while those gaps can sometimes feel alienating and upsetting, think of them as your eyes into a portal that many do not have access to.

Honor your intellect, your past, your present, yourself, your family and the communities you come from by embracing your experiences and wisdom. Allow this to shape your analysis and career.

Works Cited

Beresin, Khadijah Booth Watkins, Gene. 2021. “The Challenges of First-Generation College Students.” Clay Center for Young Healthy Minds. February 10, 2021. https://www.mghclaycenter.org/parenting-concerns/young-adults/first-generation-college-students/.

ineedjobthrowaway. 2023. “Is Being First Generation College Student a Big Disadvantage?” Reddit Post. R/csMajors. www.reddit.com/r/csMajors/comments/182ut0m/is_being_first_generation_college_student_a_big/.

Payne, Taylor, Katherine Muenks, and Enrique Aguayo. 2023. “‘Just Because I Am First Gen Doesn’t Mean I’m Not Asking for Help’: A Thematic Analysis of First-Generation College Students’ Academic Help-Seeking Behaviors.” Journal of Diversity in Higher Education 16 (6): 792–803. https://doi.org/10.1037/dhe0000382.

Wilbur, Tabitha G., and Vincent J. Roscigno. 2016. “First-Generation Disadvantage and College Enrollment/Completion.” Socius: Sociological Research for a Dynamic World 2 (January):2378023116664351. https://doi.org/10.1177/2378023116664351.

You’re only as good as those around you. That’s a statement I live by. I like this better than, “It’s not what you know, but who you know,” which lends itself better suited for social climbing. What I’m talking about here is building a support system, friendships, trustworthy colleagues, and a crew of people you want to invite for dinner who can also read your dissertation drafts. Elsewhere, I talked about the importance of investing in your cohort during the Ph.D. interview phase. Here, I want to focus on something slightly more expansive, when you’re in the thick of your grad studies.

Networking is a word that I dread. This is despite the fact that I’ve been told multiple times that I’m good at it. It makes me think of conferences with thousands of attendees, booking lunches, running off to the next panel, making sure my paper is ready during the maelstrom of scheduled social events, and dare I say—mandated “fun.” Sure—it’s great to see friends at these events, especially if it has been awhile and we now live thousands of miles apart. But, usually it just feels like a lot. So much.

Building relationships with care and intention on the other hand can be nourishing and affirming. That’s because graduate school is a doozy. Not only are you drowning in readings and cranking out papers, while trying to finish your research, publishing, putting together job applications while wrangling your committee to read your drafts. There are all the political entangelements you never asked to be a part of, slapping together another PB&J sandwich as you await grant funding, and the uncertainty of how this all materializes into a graduation.

You need people who allow you to vent, to be cranky, sad, under slept, underfed, and overworked. You need these soft landings as much as you need a stamp of approval from your supervisor on your completed dissertation draft. You need your friends to bounce off half-baked theoretical takes before you present them to senior scholars. You need them to throw bacon parties (I did that, btw) so that you can take a breather, while still cultivating those relationships with a professional dimension. Because in the end, those will be the people who candidly tell you that your argument doesn’t quite have legs yet. Who tell you to take a break and re-visit it tomorrow. To suggest other readings that may tighten your draft. Who proofread your work while burning the midnight candle on your behalf. You need people to split an AirBnB with during those pricy conferences. And you need it to be a fun time. These are the same people who will let you spontaneously adopt a cat and bring it to their apartment before you fly out of town, after visiting them for a weekend (also a true story).

They’re the ones who you very well maybe competing for coveted jobs. At the same time, they maybe the ones who send you job postings in the first place, while still sincerely wishing you the best. At least maybe ONE of us will get it. Throughout, they will understand your anxieties.

What I’ve written so far could be advice for anyone, but I would make the argument that for First-Gens, this is exponentially more important. That’s because our families may understand that we are working hard, tired, and broke. When it comes to the nuances and specific struggles in grad school, this is a universe away from what they know.

It’s true that as you progress along in your studies, the gap between you and your family can grow. Their awe and pride at who you are becoming can also grow, but it may be without fully understanding the stressors that are unique to your situation. It’s kind of a strange phenomenon to be honest. Endearing, but still potentially emotionally challenging.

So give yourself the gift of chosen family. Surround yourself with people who are kindred spirits in both mind and friendship.

This Fall, I had two students who told me pointblank that my assignment requirements were too difficult for them to manage. I’ll refrain from sharing details. When I use the word “difficult” I mean they had valid explanations. These weren’t situations where students were unwilling to do the work and whining. What I thought was a “sensible” learning experience made them feel like they were getting a frontal lobotomy. Fair. One approached me at the beginning of the course. Another informed me only after all the final assignments were submitted. If you find yourself in a similar position, I advise you to follow in the footsteps of the first student. Contact your instructor ASAP and ask for office hours. Your life will be so much easier for it and I’ll tell you why from my perspective as a prof.

After teaching tens of thousands of students (not an exaggeration—I’ve been at this for awhile and have been in charge of mega courses), it’s easy for me to sit on a pedestal to cherry-pick the best strategies to implement in a classroom. The reality however is that students have a diverse set of needs, quirks, histories, strengths, and weaknesses. As much as I can try to create lessons and models to benefit the majority, I’ll never get it right for everyone.

That’s the first-step. Admitting that I don’t know best. My students, on the other hand, know what is best for them.

Back to the two students.

Student #1: Let me know that the annotated readings on Perusall (30% of the overall mark) were too difficult to perform through the platform. They informed me that working with a paper copy was easiest.

• The problem: the student already purchased the digital version of the book. I wasn’t going to demand they also buy the hard copy.

• The solution: The publishing company sent me two desk copies. I was only entitled to one, but there was a shipping error and they kindly just told me to keep both if I received them. I kept one for myself and let the student borrow the second.

  • That student saw me regularly during office hours throughout the semester, where I checked their annotations and gave them the full credit they earned.

I couldn’t believe this student’s reaction when I didn’t skip a beat and let them know that I would bring an extra paper copy to the following class for them to use. Their eyes grew big and I could tell they were touched. Maybe even surprised at how easily I granted them these accommodations. “Really??!!!” Yes! “Thank you so much!”

The issue was resolved in under one minute. I was happy to do this for them.

Student #2: This student was engaged and sought clarification regularly. They responded to emails and re-did some assignments at my request. Their final submission did not fit the formatting standards that I outlined, but ultimately this did not detract from the overall quality.

• The problem: As stated by the student, the formatting guidelines that I required made completing the assignment difficult. This individual struggled to concentrate working off a document where I required visible tracked changes. The crossed out lines and such created a visually messy template obstructing clear thinking when writing.

• The solution: Well…there was no solution because this student contacted me after the course ended. I was only privy to this information when it was too late. I wrote back urging them to be vocal at the beginning. I could see how working off a messy looking document could break concentration. I would have made other arrangements with them. I let them know that some professors will accommodate and others won’t. But it’s always best to ask.

Unlike Student #1, this one tried to grin and bear it. They did their own thing and in the end, left me with raised eyebrows when I opened their final assignment. It prompted an email from me which yielded the student’s disclosure as to why the assignment was formatted the way it was.

All of this could have been avoided with a simple chat earlier on.

That’s the moral of the story folks. It’s simple and clear: speak up when things aren’t working for you, especially in a classroom that ideally, provides optimal learning conditions.

On December 8, I received an email from a student who mysteriously failed to submit a major assignment, but was keeping up with the small weekly assignments. Throughout the semester, I was perplexed by this student’s erratic participation and ignored emails when I reached out to provide support. Seeing a message in my inbox from this student, four days after our final class meeting, initially caused confusion. Until I opened up their message and started reading, only to find myself floored.

My heart sank deeper with each word. Until this point, I thought this student was simply “checked out.” Their sitaution turned out to be something much more complex. In their email, the student confessed they had been too proud to reach out earlier. They didn’t want to ask for help at the end of the semester, fearing they’d be seen as trying to make up for lost work. And while I’m generally firm about not granting extensions for students who vanish and then reappear hoping for a second chance, I would have made an exception for this student.

As it turns out, the student’s close family member passed away mid-semester, around when their major assignment was due. This student admitted being too proud to ask for support. As I read this, I felt deeply for them—thinking about the weight of their grief, compounded by shame and pride. All this together, prevented the student from asking for help. And, in the end, they were left with a failing mark.

This was the third student I had encountered this semester grieving the loss of a family member. The fourth, if I count the student whose childhood dog died just days before the course ended. I won’t go into specifics about the nature of these losses, but I do know that the pain of losing someone—whether a family member or a beloved pet—can be devastating.

Of these four students, three reached out to me. One simply apologized and dropped the course. We exchanged a few emails, and I did my best to guide them through the bureacratic process. Two of these students apologized for “dumping” their emotions on me. But I never saw it that way. I viewed them as people simply keeping me in the loop during an understandably emotionally charged time. I worked with the students who wanted to finish the course, offering extensions and making arrangements where possible.

The student who asked for an extension, following her dog’s death, expressed an inability to concentrate in the penultimate moments of the course. They say that losing a pet can be more harrowing than a human. Animal companions after all are always there for us, without judgment. The grieving process of a pet is arguably less complex than when a human—even someone you are close with—passes on. We worked out a plan, and they were able to submit their final work on time.

Given all of this, I felt even more heartbroken about the student who never reached out, too proud to ask for help, incurring a failing mark.

If you’re a parent, have conversations with your kids about the importance of staying in touch with their instructors when life gets overwhelming. Make sure they know about institutional resources and deadlines, like drop dates and extension policies. Encourage them to seek support, whether it’s academic or emotional.

Finally, it is worth noting that I don’t know if any of these students are First-Gen. But I couldn’t help but wonder whether First-Gen students, who are often full of pride, inured to biting off more than they can chew, and used to putting on a brave face are more susceptible to suffering alone.

If you are First-Gen reading this, it’s my reminder to always seek support and let people carry you through some of your darkest moments.

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Congratulations! You are a finalist for a coveted PhD program! You are called in for an interview. Maybe you’ll be flown into campus for a several day orientation. Maybe you’re feeling excited but the kind where you’re also wracked with anxiety with tinges of elation. In a frantic rush, you maybe skimming publications of all the faculty members you are bound to meet, polishing your elevator pitch. And of course, preparing to meet your potential supervisor. Throughout all of this, don’t forget—this is a prime opportunity to also make new friends with your generational cohort.

Let me start by stating that I almost enrolled in the University of Minnesota for my PhD program. I was so close to accepting. My supervisor was dynamite. The cohort was clearly full of potential synergies. The department clearly had a vested interest in their students’ intellectual growth. They felt accessible but importantly, personable. When I told my friend, who was in the same M.A. cohort as me what I experienced, his response was, “This is how geniuses are made.”

Despite the fact that I knew that my friend was right, I declined to pursue my studies in the American tundra. My decision to stay at the University of Toronto for my doctoral degree was not an easy one. That’s a post for another day. But, it’s worth highlighting that I still talk to other Ph.D. prospectives that I met that weekend. More recently—roughly more than a decade later from that fateful weekend— I even collaborated with one colleague on a nonacademic project. In between, I regularly met up for lunch with another colleague who finished at University of Minnesota as we were both in Southern California at one point. When I broke up with an ex, I called one of my friends who I also connected with during the interview process. This Fall, when I posted an Instagram story about my covid infection, she reached out asking if I needed anything even though we were 2,000 miles apart and had not extensively talked in years.

My colleague-friends were also invaluable this summer when I was planning my Intro to Cultural Anthropology and Methods in Anthropology courses. As you may know, I’ve been teaching writing in the School of Humanities for the past five years. While Anthropology is my specialty, I had not thought about developing any syllabi for a hot minute. Immediately, I texted my University of Minnesota friends who were located in these departments throughout the U.S. As always, they promptly responded giving me advice on what texts to use and why.

The colleagues, friends and colleague-friends you make along the way will be equally important as your superior-gatekeepers. They will be with you throughout the ups and downs. They will be your roommates at conferences. They may become your co-authors, as well as your eyes and ears while on the job market. Most importantly, they will be important companions over the course of many years.

For First-Gens, these friends can be your life line while you explain for the billionth time what you are studying, how you don’t know when you’re going to graduate, and enter the job market as the pioneer of your family. Your colleague-friends will not only help you feel validated in your struggles. They will give you invaluable advice that your family will not. Dare I say, they may even become your chosen family.

Remember to invest as much in them as faculty members! Maybe even more…

Frankly, the only reason I started to plan and take initiative of my studies in the second half of my undergraduate is because I became friends with someone who was an expert at this kind of management. Like many First-Gens, children of immigrants, I really didn’t know how to navigate college, open schedules, or even study.

I didn’t know how to navigate college because I was the first in my family to attend a four year institution, and in Canada, nonetheless. (I’m American. Not that there’s an enormous difference between the American and Canadian college experience. It was just one more layer to contend with).

My parents lived and continue to live a very, very regimented life. Their work schedules were—and still are—religiously strict. Leisure time didn’t exist, let alone open blocks of a day or week where nothing was planned. Simply, this was a new clock that I had to learn and get used to. And it was hard. (As they aged, the concept of leisure was one they became much more familiar with).

Back to the cramming thing again. High school was a breeze. I barely did any reading or my work. I rarely stressed about tests. Yet, I was often touted as a model student. College was a whole new ballgame that forced me to invest time in learning new material. This too was a completely new muscle that needed development. And I didn’t really want to do it for a number of reasons including a bruised ego.

The crux of the problem was the fact that I had not developed any of these skills. And I felt lost. My parents didn’t do this. Even if they did, we know that as children of immigrants, we often lead double lives. Would I have called them to ask for advice? The answer is probably not.

When I discovered that my friend was “good at college,” I stuck by his side. We attended a professor’s office hours together. I saw how he came prepared with questions. Not just about the concepts—-but about the assignments.

It never dawned on me until then that I could dissect a prompt and have a ten minute, one-on-one (or in this case, two-on-one) face-to-face, personalized meeting with my professor who would unlock it all for me.

My friend and I did this several times. I observed and started asking my own questions. I rinsed and repeated, solo, in my other courses. We studied for the midterm and final exam together. Again, I took note of his methodical plan of attack, triaging certain material to ensure that other areas were thoroughly accounted for.

Furthermore, we read the syllabus together to try to “get inside the prof’s head” to devise a long-term study strategy.

From those days onwards, I learned that the second best time to ask for clarification on an assignment was in fact, upon receipt. Taking the initiative, early on, meant assessing a landscape and planning accordingly.

There can be a number of reasons as to why you are delaying the process of seeking support and clarification.

Maybe it’s the first day of college and you’re already feeling panicky about the whole package. Your professor just slammed you with a bunch of information. As you scroll through the readings, you can’t seem to find the last page. It goes on and on and on... Then come the assignments. One is due in less than a week. The instructions are so confusing. Maybe the prompt is only one line. Maybe it’s two whole paragraphs. Wait—-how many presentations do you have to do this semester?

Or, you made it to the third week of the semester. Bonus: it’s your second year. You feel far more confident and settled than you did just twelve months ago. But your prof speaks slowly in a sleepy voice. It’s hot outside. You rushed home after your shift, dealing with customers who left you feeling burnt out. And now as you finally sit down at your laptop, the assignments seem to be intricately interlaced in a way that requires you to ask a series of questions.

Even worse. It’s an hour before the assignment is due. You read and re-read the prompt. Your new roommate is weird. You miss your mom’s cooking. You’re away from home for the first time and feel guilt. It’s hard to concentrate let alone unlock some cryptic set of instructions.

So…when’s the best time to ask for clarification on an assignment?

The answer is right now.

Of course seeking support and clarity earlier on is optimal. But life gets in the way, especially at the beginning of the year. And it is easy to underestimate your workload as you adjust to you new courses. Then there’s work….and family…..and your friends…and your feelings…

So here’s the thing. Messaging your instructor one hour before the deadline, probably won’t yield very good results. In fact, you be left to your own devices anyway—-especially if that deadline happens to be at midnight.

And when you do finally receive an answer, your prof. might be a bit cranky, responding in a scolding tone about how you could have asked earlier or attended office hours or whatever.

But, at that point you should receive an answer to your question, which could better prep you for the next assignment or help you perform a forensic analysis on how well you may have performed on your frantically submitted work.

Whatever your situation may be, just go ahead and ask your prof. to guide you out of any confusion you have on how to maximize your experience as a student.

Whatever the case might be, the beginning of the semester is always a hectic time.

Inevitably, students face all sorts of roadblocks, big and small. From getting off a waitlist and officially enrolled, to standing in a long line to pick up a new ID, to calling the campus bookstore daily to figure out how to obtain your books. Add all these things up and you barely even had time to sit down to think meaningfully about your course materials, let alone complete new assignments.

On my end, as an instructor, at a new campus, I, too, deal with these matters. On the first day of class, I couldn’t find the Facilities Building to pick up my office keys. Somehow I wound up at the Arabian horse stables and asked staff for help. Their advice, “go down this road. If you think you’re lost and in the middle of nowhere, you’re going in the right direction.” It was clear that I would have to pick up my new faculty ID another day. My list of errands was turning into a scavenger hunt.

That was before I hit the classroom and had the daunting challenge of learning everyone’s name and pronouns.

The beginning of the academic year, in a new environment, can feel just as nerve wracking for faculty members who feel the pressure of making a good first impression amongst their colleagues and students.

And learning everyone’s name is one of many balls to gracefully juggle.

I’m here to tell you something that I hope will act as a piece of advice.

So far, the the students’ names that I have learned fall into two groups: those that are vocal in class and those who are keeping me apprised of their own scavenger hunts. This second group is important. Let me explain why.

Rather than succumbing to fears of embarrassment or looking “unprepared”, these students are showing themselves to be clear communicators, diligent, steadfast, problem-solving individuals who seem to care about their educational outcomes. When they are faced with a problem—especially one that prevents them from completing their assignments on time—-these intrepid individuals are vocal and ask for support.

When I am asked to provide support, it becomes the start of our instructor-student relationship, that I hope develops into mutual trust and respect.

If you’re having issues getting all your i’s dotted and t’s crossed at the beginning of the academic year, that’s ok. Use it as an opportunity to get to know your prof. and make a good impression on them.

You have unique strengths and challenges. Your academic journey may sometimes feel daunting, but you’re never alone. Indeed, writing an essay from conception to completion can feel overwhelming. That’s why I want to suggest leveraging multiple resources beyond the Writing Center.

Instructors, including myself, often encourage students to book appointments at the Writing Center to refine their papers. Indeed, staff can be an invaluable resource, specially trained to support students. But the reality is that achieving writing success often goes beyond resources and tools that focus on the craft of constructing an argument, linking evidence to claims, using the proper citation formatting, and building one’s proofreading stamina. So much of a student’s academic success comes down to their ability to effectively navigate the ecosystem in which they hone in on the craft of writing. 

Here are some essential resources that can amplify your academic prowess.

1. Campus Library Access: Beyond the Basics

While the library might seem like a maze at first, it's a treasure trove of knowledge waiting to be discovered. One hurdle many face is accessing scholarly articles and materials online. On many campuses, here's where a VPN (Virtual Private Network) comes into play. Installing and using a VPN might sound intimidating, but often necessary. It grants you access to a vast array of resources that might otherwise be restricted due to your location. Many universities provide VPN services, so contact your IT department for guidance.

2. Library Databases: Your Research Goldmine

Navigating library databases can be daunting, but fear not—you're not expected to become a search expert overnight. Take the time to familiarize yourself with the databases relevant to your field of study. Most libraries offer tutorials or workshops to help you get started. Understanding how to efficiently search these databases can significantly enhance your research capabilities, leading to stronger arguments and more compelling papers. Book an appointment with a reference librarian and/or use the 24/7 chat function if one is available. Librarians can be wonderful pillars of support. Remember to always treat them with respect and say thank you.

3. Booking Study Spaces: Your Private Office

If you’re a student who is either living at home or in a dorm and need a quiet place to complete your work, check out all the study spaces available for booking on campus. Libraries and student centers are two places to investigate. Make sure to ask staff for directions on how to reserve these spots, hours of operation, what the time limitations are, and any other information you need to schedule your writing time.

4. Cafes on and off campus: For a more social vibe

Whether you want to have a study dessert date with your bestie or just focus better in an environment full of noise but without interruptions from roommates and family, cafes are another good option. (Yes, there are those of us who focus better in a sea of noise!) Maybe it’s the vibes you’re after or a place to treat yourself while chipping away at a huge assignment. If you’re strapped for cash, split a huge coffee and dessert with your friend. Check out the best and most convenient places for you to get your work done. 

3. Tech Support: Your Lifeline

In today's digital age, technical issues are par for the course. Knowing who to contact when you encounter tech troubles can save you precious time and frustration. Whether it's troubleshooting software glitches or resolving connectivity issues, your university's tech support team is there to help. Don't hesitate to reach out—they're equipped to assist you in navigating any technological hurdles you may encounter. If you can’t connect, this means you can’t research and submit. Don’t procrastinate on these issues. Get them sorted out ASAP.

Embrace the Journey

As first-gen students, you possess remarkable resilience and determination. Remember, it's okay to feel overwhelmed at times—we've all been there. Embrace the journey, and don't be afraid to lean on the resources available to you. Whether it's the Writing Center, library databases, or tech support, each resource is a stepping stone on your path to academic excellence.

In closing, I want to leave you with this: you are capable, you are deserving, and you belong. Your journey as a first-gen scholar is a testament to your strength and tenacity. Keep striving, keep exploring, and above all, keep believing in yourself.

Until next time, stay curious and keep writing.

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Let me start off by validating students who come to me with this query. I get it. Writing can be anxiety-inducing. Maybe you’re afraid of harsh judgment or disclosing to the world a vulnerable experience. Perhaps you’re writing in your second, or third, or fourth language. Or it’s the first paper you wrote since returning to grad school after working in a nonacademic setting. These are just some of the many, many reasons why students seek validation from their professors. 

I encourage you to seek that sense of reassurance from those shaping, reading, and grading your writing. Here are some specific questions that not only help the person who is providing you with support. These targeted questions also ensure that you, as the student, are directing others’ attention to areas where you want the most support. In other words, posing these questions allows students to take control and manage meetings with those they seek support from.

These questions are all appropriate when interfacing with an instructor, TA, peer tutor or Writing Center staff.

BANK OF QUESTIONS

General Feedback

Clarity of Thesis and Argument:

• Does the essay's introduction clearly present the thesis and the main argument?

• Is the main argument consistently supported throughout the essay?

Logical Flow and Structure

• Are the paragraphs well-organized, and do they flow logically from one to the next?

• Is there a clear progression of ideas and transitions between different sections?

Completeness of Content

• Do you feel any critical information or vital aspects are missing in the essay?

• Is there a section that needs further expansion or more details?

Specific Essay Elements

Evidence and Support

• Are the sources and evidence used effectively to support the arguments?

• Is there a good balance between quotes, paraphrasing, and personal analysis?

Citations and References

• Are the citations consistent and correctly formatted according to the required style guide?

• Do you think additional or better sources could enhance the argument?

Counterarguments and Rebuttals

• Does the essay acknowledge and address potential counterarguments effectively?

• Are counterarguments convincingly addressed or refuted?

Writing Style and Language

Clarity and Conciseness

• Is the language clear, concise, and easy to understand?

• Are there sections that could be more succinct or need further elaboration?

Tone and Voice

• Does the essay maintain an appropriate academic tone throughout?

• Do you feel the writer's voice is consistent and engaging?

Revision and Improvements

Areas for Improvement

• Which sections could benefit from more development or explanation?

• Are there any parts that seem repetitive or unnecessary?

Future Revisions

• What suggestions would you offer for improving the overall essay?

• Do you have any specific recommendations for the next draft or areas to focus on?

Self-Reflection and Writer's Intent

Writer’s Intentions

• Do you think the essay effectively fulfills the writer's intentions and goals?

• What did you find most compelling or convincing in the essay?

Reader’s Perspective

• What did you find most engaging or informative as a reader?

• Did any parts of the essay leave you with unanswered questions or confusion?

Happy Writing!

I’ve been there as a student and now as an instructor, I see the results of these anxiety laden short-writing sessions on the receiving end of my screen. The uncertainty around form, attempts at being overly polite, along with occasional rudeness.

Forget all of that.

Below is a generic template that you are welcome to use when contacting your own professors.

Make sure to personalize it, adding your own twists.

But first, confirm with your professors and TAs how they want to be addressed, early in the semester. This helps avoid any awkward situations where you accidentally do something like call me “Mrs. Oh” (which I am not!).

Help us, help you! Especially at the beginning of the semester/quarter, it is important that you include what course you are enrolled in. Most instructors are in charge of multiple classes.

Remember that email is a pretty formal way to communicate with someone. General texting habits should be avoided here, for safe measure.

Dear Prof. Oh/Sandy, 

[A nice introductory line such as, Hope this message finds you well. Or Happy New Year!]

My name is ___________ and I am in your ANT100 (Course number) class. I have a question regarding _______________. [Ask question using a formal tone. Pro tip: show that you consulted your notes, reading, syllabus and/or classmates]. Could you please clarify?

Thank you for your time.

Sincerely,

[Your name.]

I decided to write this post and put it out into the world, based on my own experiences as someone who went through this laborious process. And as a lecturer who also receives requests for letters of recommendation.

I can see the process from both ends now and want to de-mystify this phase that can seem like an enigmatic professional courtship, full of ups and downs.

1. Reach out to professors who know you and your work. This will make the conversation easier. These are the individuals who can also speak deeply to your character and the veracity of your work.

2. Prioritize connecting with professors with the following titles: Assistant Professor, Associate Professor, Professor. These are tenure-track or tenured professors who are considered to be more established in their field. 

3. If possible, contact professors who are specialists in the field that you want to enter. The combination of their title and area of expertise will add more weight to your letter of recommendation.

4. Give your letter writers the courtesy of time! Give them an opportunity to spend time crafting their letter of support. Contact them as soon as you know which programs you are applying for. Or, at the very least, budget enough time to give them ONE MONTH to write your letter. Profs are often ridiculously busy, overworked people.

I break down the letter further below, to explain why I recommend this approach. Scroll down for more.

TEMPLATE

Of course you should personalize this but let me break the formatting of this letter down to provide some clarity.

Dear Professor [INSERT NAME],

Hope this message finds you well! 

I took your Anthropology of Value course in Fall 2020. I learned so much about how economic systems are created. As well, reading Karen Ho’s Ethnography of Wall St. opened my eyes to the many ways that anthropology can be applied in corporate settings!

Your course was influential in my thinking and inspired me to pursue a master’s degree in Cultural Anthropology. Specifically, I have a research project focusing on the rise of “everyday financialization” (Langley 2008) in South Korea, in the post-1997 IMF Crisis context.

Would you be able to write me a strong letter of recommendation, in support of my application?

I am happy to send along my statement of purpose and resume for further context. If you have any other questions, please let me know too!

Thank you so much for your consideration.

Sincerely,

Sandy Oh

Breaking down the contents of this letter

• “I took your Anthropology of Value course in Fall 2020.” 

  • Sometimes professors have thousands of students. Hopefully, you established a relationship with them and they will remember you. But just in case, jog their memory. I had to take this approach since most of my classes were 40-200 students, even in upper year courses at the University of Toronto.

• “I learned so much about how economic systems are created. As well, reading Karen Ho’s Ethnography of Wall St. opened my eyes to the many ways that anthropology can be applied in corporate settings!”

  • Let your potential letter writer know how they influenced your decision to pursue graduate studies. This helps personalize the request some more.

• “Your course was influential in my thinking and inspired me to pursue a master’s degree in Cultural Anthropology.”

  • Make this process as easy and convenient for your letter writers as possible. Jog their memory and highlight the professor’s impact on your studies.

  • Create some temporal signposts. This sentence is about the past.

• “Specifically, I have a research project focusing on the rise of “everyday financialization” (Langley 2008) in South Korea, in the post-1997 IMF Crisis context.” 

  • Now, clearly state where you want to go! In the previous sentence, you highlighted where you are coming from. This following sentence that includes the research objective indicates where you want to go.

• “Would you be able to write me a strong letter of recommendation,” 

  • This wording is key! If you ask them in person and sense any hesitancy, look elsewhere. You want someone who is absolutely invested in your success to write your letters. 

• “I am happy to send along my statement of purpose and resume for further context.”

  • Have these ready to go. This shows that you are in it to win it!

AFTER THEY AGREE TO WRITE YOUR LETTERS

• Send them your statement of purpose and resume. This additional information will be helpful when they sing your praises!

• Help them, help you. Send them a list of programs and application deadlines.

• Make sure to keep in touch with them and update them with any changes, including re: the edits made to your statement of purpose. 

• Even if they don’t respond to your messages, it is good practice to demonstrate how committed you are to landing a spot in your dream program.

WHAT IF THEY REJECT MY REQUEST OR DON’T RESPOND TO MY MESSAGE?

Although receiving a rejection can sting, I want to remind you that a clear no is better than no response. With that confirmation, you can sail along in your journey to find people who will enthusiastically support you.

If you are still awaiting a response, I would gently nudge around the ten day mark. Simply forwarding the original message with a refreshed message stating something like, “I’m contacting you again to make sure that my first message went through,” should suffice. Plan for delays such as this to occur. All the more reason to kickstart this process as early as possible.

LAST TIDBIT OF ADVICE…

Remember that if you took a break between undergrad and grad school applications, you can also include a blurb about how any other experiences shaped your journey. Maybe you moved abroad, took a job that made you feel attuned to a certain social phenomena that you now want to pursue further, or anything else. Nonacademic experiences are just as important as academic ones in playing a vital role in our intellectual growth.

Good Luck!

For many college students, the array of resources for your taking can be dizzying. But pressed for time, you may find yourself in the following situations: running from one side of campus to the other, cramming for exams, commuting in the thick of rush hour traffic to make it to class, applying for scholarships, shopping for clubs, and of course submitting all those pesky assignments on time. 

With a to-do list looking more like accidentally spilled ink into a brimming book, sometimes it’s hard to think about taking full advantage of available resources. But, I implore you to utilize the services offered to students. Outside of a university setting, seeking professional help can cost a pretty penny.

If you’re in triage mode, here are three resources I suggest prioritizing laid out in order of importance.

1. Research and/or use campus mental health services.

Forget peer tutors and the writing center for a moment. Use mental health services to get good grades. Prioritize this above all else. Get to the root of writer’s block, procrastination, presentation anxiety, hesitancy to seek help during office hours or asking questions in class. Receive support in making new friends and building connections. Get to know your learning habits on a molecular level. Then take advantage of them. Prioritize self-care. 

2. Join a study group or seek the help of peer tutors.

Kill two birds with one stone. Get your work done, seek support, and make some new friends. Don’t suffer. More importantly, don’t suffer alone.

3. Use the Writing Center.

In other words, get free tutoring and help with your writing. As soon as you know what your deadlines are, set an appointment. Book it into your calendar and voila, you just set yourself up to stay ahead of the game.

Create a system for yourself with the advising of trained professionals who are well-versed in working with students and understanding your needs.

You’ll thank yourself.

But balancing and navigating multiple contradictions on any given day can be downright exhausting. Confusion may start at the point of definition: who “counts” as a first-gen student? Institutions that we often look towards for guidance and clarification, even in well-intentioned circumstances, add to the murkiness. For instance, the Department of Education operates with three different definitions. An individual who has parents without a bachelor’s degree, parents with no education or degree following high school all count. And it doesn’t stop there, as higher ed continuously adopt new definitions in efforts to serve their students. Does one consider the biological parent or stepparents, grandparents and others’ educational status? Especially if they’re raising a child? Are we talking about any postsecondary schooling or a four year college? What about students whose parents obtained college degrees but outside of the United States? (Many educational institutions do in fact accept this to count towards first-gen status). Grappling with the daily realities of being a first-gen student can “officially” start at these institutional touchpoints, careening into terrain that may seem unnavigable.

Of course, there’s so much more to first-gen experiences outside of institutional definitions. Below are some examples and tips, organized around common themes for students in both undergraduate and graduate programs. 

1. You feel so rooted in your identity and who you are…but feel so alone at school. Create a sense of belonging. There are countless reasons why people feel lonely, disconnected and like they don’t belong. For first-gens, these experiences can be exacerbated by the fact that they are—in the words of Alejandra Campoverdi–trailblazers. As she discusses in her memoir, First Gen, being “the first and only” means living in a perennial state of stepping out of your comfort zone. Filling out financial aid forms as a minor, researching programs without parental support, gaining access to spaces of extreme privilege while knowing that your family at home is stitching together income to cover the cost of food. 

One of the best things that first-gens can do for themselves is to connect with other first-gens. Share your experiences, lean on one another, share resources, and carve out spaces for yourselves especially if you’re in a place that historically, deliberately are wrought from exclusion. Studies show that low-income first-gen college (LIFG) students excel at institutions with a high percentage of those in a similar situation..

2. You’re the rock of support in your family and community. But step outside and you feel like a fish out of water. Remember that there are many, many tiers of belonging. Affinity groups where people create safe spaces according to their race, class, gender, sexual orientation, religion, and disability are also places where first-gens can find community. Feeling like an active member on campus can connect students to their institutions. Volunteering and/or working within a particular city can foster a sense of home. Groups that meet to engage in shared activities can bring people into your lives to spend evenings and weekends with. Think about all the ways your identity and express yourself. Proceed from there.

3. You are the strongest, the smartest, the most driven but also feel vulnerable. Use mental health services. Unfortunately, many universities lack the funding and resources to robustly provide psychological support. But in most cases, campuses offer some services for free, whether through the form of one-on-one counseling or group sessions. Sometimes groups organized by mental health services may offer meetings on Zoom, which can be a boon for those pressed for time.

   Take advantage of these resources and use them to build a strong, holistic foundation for yourself. Acknowledge “the trailblazer toll” and take care of yourself during this journey.

4. You have so much grit, put your head down and still enjoy life’s pleasures. Fill your life with these pleasures. Enjoy it. There is so much guilt amongst first-gens. Everything from being painfully aware of familial sacrifices to create opportunities for children, grandchildren, nieces and nephews to suddenly thinking about how your parents’ youth was robbed by working long, backbreaking hours while you’re out with your friends. Remember, you have a right to rest. You have a right to joy.

5. Hustling is your game. Building networks is one of your assets. But it’s so hard to connect with your family. Talk to them. Your family may love you to pieces but remain unaware of your struggles. In worst case scenarios, your family may even be completely insensitive to the daily realities and struggles that you face. It’s entirely possible that you encounter moments of resentment as your family sees you as someone with privileges they never had (and may never have in the future). Although these conversations can be difficult, painful even, keeping them in the loop and letting them know what your life is like can help bridge a widening gulf. Tell them what you need.

There’s plenty more to say, but I thought that I would start with these five general tips, based on my conversations and readings about being a first-gen student. 

Cheers to the many paradoxes you may face and the spaces you create for yourself and your community.