There is perhaps no greater challenge facing our country than increasing understanding and cooperation among people of different racial backgrounds. It is a challenge that every new generation encounters. We therefore believe that young people have a particularly important role to play, and hope, through the Princeton Prize, to recognize and encourage young people who have made or are making efforts to improve racial harmony.
The Princeton Prize in Race Relations consists of 24 regionally awarded $1,000 cash awards as well as an annual symposium on race.
An Overview of the Princeton Prize
In order to recognize, support, and encourage the young people of our country who have demonstrated a commitment to advancing the cause of positive race relations, Princeton University sponsors an annual awards program for high school students—the Princeton Prize in Race Relations. Applications postmarked by January 31, 2012 will be eligible for prizes—including cash awards up to $1,000 for particularly noteworthy work.
· If you are a high school student involved in an activity that is helping to improve race relations in your school or community, we want to hear from you.
· If you know of a high school student who is helping to improve race relations, please encourage him or her to apply.
The Princeton Prize in Race Relations was created to identify and commend young people who are working to increase understanding and mutual respect among all races. Through this effort, we hope to inspire others to join in these or similar efforts, and to undertake initiatives of their own.
Princeton is strongly committed to advancing the cause of race relations on its campus. Among other efforts, in recent years, Princeton has:
· Increased the diversity of its faculty, staff, and student body
· Launched the Center for African American Studies to serve as a model for teaching and research on race in America
· Adopted the most progressive undergraduate financial aid program in the country
· Dedicated the Carl A. Fields Center for Equality and Cultural Understanding
· Launched a program of "sustained dialogue" on the subject of race relations among students, faculty, and staff.
With the Princeton Prize, the University intends to reach beyond its own campus to recognize the efforts of America's next generation of leaders.
We look forward to hearing from you.
Examples of Noteworthy Activities
Students involved in helping to improve race relations through a broad range of activities are encouraged to apply. The following are just a few examples of activities that have been recognized in the past:
Coming from the People's Republic of China only three years ago, this student activist stood up against immigrant discrimination. He was a key figure in coalescing school-based and city-wide student groups across racial and ethnic lines to deal collectively with the school violence that escalated into shocking assaults against Asian students.
He was from a predominantly white private high school, she was from a predominantly African American public high school, and together they led their schools and communities in the fight against environmental racism. They organized assemblies and fundraising events to provide information on the disparate challenges that communities of color face with respect to environmental pollutants and toxins.
Perceiving the need for his school’s curriculum to reflect the increasing student diversity, a high school senior worked with faculty members in the social studies and history departments, and researched textbooks and college syllabi to develop a course called "Diversity in America."
Alarmed by the subtle but hurtful signs of racism she observed at her school, a ninth grade student began writing a column for the student newspaper called "Voices," which brought issues of race and diversity into the open, and helped her community deepen its commitment to diversity.
Seeing innocent people dying in her neighborhood because of gang violence, a ninth grade student wanted to help make a change. In an effort to improve relations between Latinos and African American students, she organized a program called "Peace Week," including activities and music during the lunch hour to promote peace and unity.
Coming from the People's Republic of China only three years ago, this student activist stood up against immigrant discrimination. He was a key figure in coalescing school-based and city-wide student groups across racial and ethnic lines to deal collectively with the school violence that escalated into shocking assaults against Asian students.
He was from a predominantly white private high school, she was from a predominantly African American public high school, and together they led their schools and communities in the fight against environmental racism. They organized assemblies and fundraising events to provide information on the disparate challenges that communities of color face with respect to environmental pollutants and toxins.
Perceiving the need for his school’s curriculum to reflect the increasing student diversity, a high school senior worked with faculty members in the social studies and history departments, and researched textbooks and college syllabi to develop a course called "Diversity in America."
Alarmed by the subtle but hurtful signs of racism she observed at her school, a ninth grade student began writing a column for the student newspaper called "Voices," which brought issues of race and diversity into the open, and helped her community deepen its commitment to diversity.
Seeing innocent people dying in her neighborhood because of gang violence, a ninth grade student wanted to help make a change. In an effort to improve relations between Latinos and African American students, she organized a program called "Peace Week," including activities and music during the lunch hour to promote peace and unity.
Deadline: January 31, 2011