Why Tufts: The Rewrite

WE ASK CURRENT STUDENTS TO TACKLE THE NEW TUFTS SHORT-ANSWER QUESTIONS

PRAISE ADEKOLA ’23 BIOPSYCHOLOGY MAJOR FROM FARMINGTON, CT

Praise has used her time at Tufts to better understand what really drives her as a student, friend, and community member. When she’s not jamming out to Akon or conducting research in the Eliot-Pearson Department of Child Study and Human Development, Praise can be found serving as a Peer Leader in the Africana Center, working with the Minority Association of Pre-Health Students, and looking for new foods to try in Davis Square and beyond. We hope that this glimpse into the life of one incredible Jumbo can help you see the kind, accepting, and engaging community that we all build together.

Portrait of Praise Adekola

Which aspects of the Tufts undergraduate experience prompt your application? In short, “Why Tufts?” (100–150 words)

When I was planning my visit to Tufts, I was not expecting to see anything that I had not seen in other schools. But during the tour, I quickly fell in love with the school’s open and evolving culture that involves its entire student body. Tufts is a school of acceptance and tolerance, and treats each student with genuine care. The students and faculty are able to immerse themselves in the diversity and adventure that lives within Medford, Boston, and beyond in order to stimulate a more colorful and active conversation in the classroom. Here, I am supported in my passion for civic engagement while juggling my learning in psychology, medicine, and education. This university has a focus on community that allows me to supplement my learning with service. At Tufts, what I learn in the classroom is just as important as what I am doing in the community.

Where are you on your journey of engaging with or fighting for social justice? (200–250 words)

My fight for social justice in education has led me to pursue a research project that focuses on imposter syndrome of Black students in reformed intro STEM classes at Tufts. I am exploring how like (and unlike) racial identities of Black students and Learning Assistants impact feelings of imposter syndrome and performance in class. My hope is that this study will lead to more effective ways of using Learning Assistants to meet the needs of Black students in STEM courses and majors. With the percentage of the undergrad population identifying as Black being in the single digits and even fewer of the faculty identifying as Black at Tufts, one can’t begin to imagine just how small these numbers are within the STEM departments. However, I believe that the results of this research will shed some light on new practices that Tufts University can implement in best supporting its Black students and playing their part in closing the educational gap. I want to do my part in closing that educational and achievement gap, which exists from early childhood education to postgraduate education. The root cause of the educational and achievement gap originates from disparities in socioeconomic status, generational poverty, and standardized testing (just to name a few). But the common denominator remains race. As a first-generation student from Nigeria in STEM, there are many battles that I face at Tufts. As I mentioned in my “Why Tufts?” essay, Tufts is a school that goes above and beyond for its students, but like any other PWI, there is always room for improvement.

To see the 2022–23 Tufts short-answer questions, visit http://admissions.tufts.edu/apply/essay-questions21