3.3: Reflections from the Authors - Prateek Sunder
-
- Last updated
- Save as PDF
- Susan Rahman, Prateek Sunder, and Dahmitra Jackson
- CC ECHO
As a first generation student, a child of immigrant parents, and a person of color, I have witnessed, experienced, and felt the effects of racism in a myriad of ways. Because of these experiences, and an intrinsic feeling of empathy and justice for all, I have always felt a call to speak out against injustices. However, this feeling has often been stifled in favor of preserving the pre existing norms, in favor of conformity, and in favor of not “rocking the boat.” However,after laboring over this project,I have felt the uplifting feeling of raising awareness to injustices,in addition to the discomfort and struggle of doing so.
When I first began working on this project, I was unsure what to expect. This book was my first hands-on venture into a large scale research project beyond the classroom environment. This project came in the wake of the killing of George Floyd, and in the midst of the COVID-19 pandemic, both events which sparked great levels of introspection and self-reflection, from myself as well as society as a whole. Working with Professor Rahman has been a privilege, as she encouraged me to work independently, while also providing support as needed, allowing me to gain hands-on learning experience. I also learned that the uncomfortable conversations that this book inspired are not appreciated by all, as even some individuals who affiliate and speak for social justice rose up in protest against the work.
As a first generation student, I have immense respect for Open Education Resources (OERs), as the movement aims to alleviate financial pressure off of students. This is especially beneficial for students from lower income households and/or first generation students, which are both demographics that typically balance education with working. I am one of these students. I have worked since I was 14, and consistently balanced working and financial obligations with my education.
Working with Susan on this book was the first time that my work was connected to my future aspirations, as I conducted research in hopes of raising awareness for a better future.This book allowed me to confront my Imposter Syndrome, another byproduct of life as a first generation student. Despite applying, and being accepted to several universities in high school,due to financial need and a lack of knowledge of the college system, I found myself first attending community college, which in retrospect has been a blessing, as it allowed me to work on this project and transfer. Impostor Syndrome is another symptom of inequality within college that is often overlooked, and one that relates to the inequalities of the higher education industry as well. I am grateful to have the opportunity to develop confidence in myself as a student and a researcher, and to have helped create this living document, which will evolve to reflect changes in higher education.
I would like to conclude this self-reflection with a call to action. First, to the college admissions committees: it is urgent to view extracurriculars and activities through a new lens. Rather than only viewing mission trips and backpacking trips as signs of an applicant’s strength,we must also acknowledge and celebrate the students who do not enjoy such privilege. We must appreciate the student who translates for their parents, and the student who works afterschool. We should not idolize experiences that are enabled by a parent’s wealth, rather, we should admire the student who perseveres and succeeds through the adversity around them.Finally, I would like to call for greater access and financial access to all aspects of education. As Gretchen Jewett wrote, income level is correlated to academic attrition and persistence. For every $10,000 increase in family income, persistence increases by 2%. Every $1,000 increase in grant aid increases persistence by 2.7%, and every $1,000 increase in Work Study increases persistence by 6.4% (Jewett, 2008). This last statistic is particularly revealing, as work studies integrate students into the campus community, and a lack of campus inclusion was a recurring theme revealed throughout this project. While it is not possible for colleges to change parental income, it is absolutely possible and even necessary to increase aid to students, in order to create an equitable and just academic system.