Ariana Frinks - Creating original artwork: 5 points
For this artwork, I wrote an original article titled “We Should All Eat: A Call for Equal Access to Opportunity Across All Academic Divisions” for The Spelman Blueprint publication. The piece covered a conversation at Spelman College about equity between academic divisions, particularly examining how resources, visibility, and institutional support are distributed between STEM fields and the humanities. I interviewed both faculty members and students, including Dr. Michelle Hite, who shared insight into the cultural and structural dynamics shaping this imbalance. The main theme centered around advocating for academic equity, ensuring that every student, regardless of major, has access to the same level of opportunity and recognition.
Personally, I found this activity deeply meaningful. I enjoyed bringing together perspectives from across campus to highlight a nuanced issue that often goes unspoken. The most challenging part was translating a complex and sometimes sensitive conversation into an accessible, journalistic format without oversimplifying the message.
In terms of coursework, this experience connected directly to my studies in humanities and writing-intensive classes, which emphasize critical inquiry and narrative framing. It also reflected lessons from my communications coursework about media representation and how storytelling can influence institutional culture.
Through writing the article, I engaged deeply with the arguments surrounding the prioritization of certain academic divisions over others. Key points included how institutional investment often favors STEM programs, how that imbalance can unintentionally devalue other forms of intellectual labor, and how students and faculty are pushing back to redefine what “value” in education means. These ideas challenged me to think critically about the unseen hierarchies within higher education and how they shape students’ confidence, career paths, and access to resources.
This process contributed to my personal and academic growth by helping me develop stronger journalistic interviewing and analytical skills. I learned how to approach sensitive topics with balance and empathy, ensuring that every voice I included was represented fairly. I also learned that I enjoy using writing as a form of advocacy, to shed light on inequities and spark dialogue.
The lessons from this article are applicable far beyond the campus setting. In any professional or creative environment, issues of equity, recognition, and access persist. Understanding how to identify and communicate about those disparities equips me to advocate for fairer systems, whether in media, business, or education.
One strength of this experience was its authenticity. The article grew out of real student and faculty perspectives, which gave it depth and credibility. It also balanced journalistic neutrality with a clear moral argument for fairness, which made it both informative and persuasive. A possible area for improvement would be expanding the scope to include administrative perspectives or statistical data about funding and enrollment to strengthen the analytical side of the argument.
This activity connects closely to my broader experiences studying communications and civic engagement. I’ve noticed a recurring pattern across my coursework and projects: the importance of narrative power, how the way we talk about things influences what we value as a society. Writing this article reinforced that storytelling can be a catalyst for institutional change when used thoughtfully.
Ultimately, this project has influenced my academic and professional aspirations by reaffirming my interest in journalism and social commentary. It showed me that journalism is not just about reporting facts, it’s about shaping understanding and encouraging empathy. Moving forward, I plan to continue writing pieces that bridge academic inquiry with public discourse, using media as a tool to advocate for more inclusive and equitable systems.
Ariana Frinks
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