In early January of this year, I returned to college a few days early to participate in tour guide training. During that weekend, one information session focused on the idea of inclusivity and belonging. The presentation started with a single image:
Photo from DEI Presentation, Liberty Cap Training 2023
As the image came up on the screen, there was an audible reaction from the audience. When asked why we had such a strong response, it became clear that all of us knew what it was to be the child looking in; we knew what it was to be considered an “other”, one who did not belong.
For many, that experience extended beyond the schoolyard. For some, it extended even onto campus.
Transitioning from high school to college isn’t easy for anyone, but it is even harder for those who feel they do not belong. Growing up, we each have an idea of what a college student is- their background and education. When that ideal doesn’t line up with our own experiences, it can lead to an overwhelming sense of imposter syndrome. I believe this is particularly true at a small liberal arts college where, more often than not, the majority of students share similar backgrounds and identities, and those who don’t are quickly identified as “others”.
Just two weeks ago, I had the opportunity to assist with an event hosted by Trendsetters (a student organization on campus). While there, I was able to speak with first-generation college students about their experiences at Dickinson. And while there were certainly commonalities, what struck me most was how each person had a very unique story and how, although grouped together by a common difference, the title of first-gen meant something very different for everyone. While some felt hesitant to speak in class, others were enthusiastic about sharing their opinions. While some struggled with the pressure of adapting to college classes, others struggled with the pressure that came from always being academically successful.
Altogether, the discussion made me realize the detriment of grouping individuals based on a single difference. While being first-gen may have qualified as being an “other” among the larger student body, it did not capture the true diversity of those who fell under the category, thus failing to recognize the value of each individual and the unique perspectives they bring to campus.
And I believe this applies on a larger scale.
When we choose to focus on differences, we often fail to recognize similarities. When we choose to exclude people from our communities, we lose the opportunity to learn from varying perspectives- ones that are not merely an echo chamber of our own. Both as college students and as citizens of a global community, we have the ability to connect and learn from a diverse array of people from a diverse array of backgrounds. But that can only happen when we recognize the value of each individual, choosing to include all rather than label those who belong and those whom we view as “others”.
February 24, 2023 at 7:41 pm
Thank you, Claire, for this interesting and insightful post! I love how you explained the process of othering based on your personal observations. It is especially true while transitioning from high school to university. I had a similar experience when I came to the UAE to study at AUS. Almost everyone here was born and brought up in the UAE so initially, I felt like an outsider. I felt like I was the “other.” The people around me knew places around the campus and talked about the latest happenings in the country and I stood there perplexed. However, once you learn to adapt, you become a part of the group and the culture. You become an “insider.” Now I associate myself with the people in this country and it all came to me through reading, observing and conversing with the people who belong here. And as you said, as college students, we become “global citizens” in a multicultural atmosphere. This is especially true here at AUS because it is one of the most diverse universities in the world with students from over 90 nationalities. In this post, you have written that it is important to recognise and include all individuals rather that labelling them simply as “others.” However, do you think that there could be a positive side to the process of “othering?”
February 25, 2023 at 6:55 pm
Malika, thank you for sharing your experiences in the UAE! I must say, I definitely wrestled with the idea of “othering” not necessarily being negative. For example, being from the southern United States, I wave at the cars that stop at crosswalks because it is how I was raised. My friends, on the other hand, who grew up in a different environment tease me endlessly. In this way, I am an “other”, but not in a bad way. Also, after reading a classmate’s post in which she discussed recognizing individuals on the basis of what clubs they were in, I can recognize that broad groupings can be positive- i.e. being part of an honor society. In such a case, being recognized as merely an “other” who is part of that group isn’t inherently negative. At the same time, I feel that by using the term “other” there is typically a negative connotation. If we viewed a certain group as truly exceptional and were recognizing their achievements rather than differences, I feel it is unlikely they would be referred to as “others” at all. Students in challenging classes in my high school, for instance, were called “honors students” but never in any way that challenged their belonging in our school. And there lies what I believe is the true division. Noticing the ways in which we all differ and have separate strengths is one thing, but “othering” entails exclusion, and so I believe it is almost always negative.
February 27, 2023 at 8:20 pm
Thanks! Looking forward to more such wonderful posts.
February 26, 2023 at 5:22 pm
Thank you so much for this heartfelt post, Claire! The image of the ‘other’ child – standing out, looking in – is so poignant, and I found myself very moved. I was also pleasantly surprised that you chose to make the college student experience the centre of your blog post because it’s an area I think we neglect when we speak of ‘othering’. I experienced something very similar when I first joined university. While other members of my family have been to university, I still felt distant and alienated as I didn’t come from an especially ‘moneyed’ background (relatively speaking, of course!). I sometimes felt pessimistic about my future prospects as I wasn’t sure if my academic efforts would translate into future post-college opportunities the way they would for some of my friends who had a family legacy of wealth or connections to fall back on. I’m thinking specifically of what sociologists call ‘cultural and social capital’; people who are well-connected, well-travelled and well-versed in academic culture (say, if their parents encourage reading at home) feel more at place in academic settings and the world at large. I wonder if you think this describes why some students can feel like the ‘other’ in college?
February 27, 2023 at 7:38 pm
Thank you for sharing your similar experience, Manal! I definitely think cultural and social capital plays a significant role in whether or not a student feels at home on a university campus. I also can’t help but wonder about the role media plays in that sense of belonging as well. When you think of movies, television shows and the like, the ideal college student is usually one from a very affluent family who has those connections you mentioned. When personal experience doesn’t match that image, I think it inevitably magnifies the sense of being out of place.