Research paper on “Do first generation students have more anxiety compared to those that aren’t first generation students”
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Do First-Generation Students Have More Anxiety Compared to Non-First Generation Students?
Introduction
The transition to college can be a stressful and challenging period for many students. However, first-generation students, who are the first in their families to attend college, may face additional stressors and pressures. This research paper aims to explore whether first-generation students experience higher levels of anxiety compared to their non-first generation counterparts.
Understanding First-Generation Students
Definition: First-generation students are individuals whose parents or guardians have not obtained a bachelor’s degree. These students often lack the familial guidance and support that non-first generation students may have when navigating the college experience.
Unique Challenges: First-generation students may encounter various challenges, such as financial constraints, lack of knowledge regarding college processes, limited access to resources, and feelings of isolation or imposter syndrome.
The Relationship between First-Generation Status and Anxiety
Increased Pressure: First-generation students may experience heightened pressure to succeed academically and financially. They may feel the need to prove themselves and overcome societal expectations, leading to higher levels of anxiety.
Navigating College Systems: The unfamiliarity with college systems and resources can contribute to increased anxiety for first-generation students. They may struggle to understand academic requirements, financial aid processes, and access to support services, which can create additional stress.
Cultural and Social Factors: First-generation students often face cultural and social challenges, such as balancing family expectations and cultural values with the demands of college life. These conflicts can exacerbate feelings of anxiety and create a sense of identity crisis.
Support Systems for First-Generation Students
Access to Resources: Providing comprehensive resources tailored to the unique needs of first-generation students can help alleviate anxiety. This includes mentorship programs, academic support services, financial aid workshops, and culturally sensitive counseling services.
Peer Support Networks: Establishing peer support networks specifically for first-generation students can foster a sense of belonging and provide opportunities for shared experiences and advice. Peer mentoring programs can offer guidance and reassurance throughout the college journey.
Faculty and Staff Training: Educating faculty and staff about the challenges faced by first-generation students can foster a supportive environment. Sensitizing educators to the unique needs and experiences of these students can help reduce anxiety and improve academic outcomes.
Research Findings on First-Generation Student Anxiety
Mixed Results: Research on first-generation student anxiety has yielded mixed findings. Some studies suggest that first-generation students experience higher levels of anxiety compared to non-first generation students, while others indicate no significant differences.
Contextual Factors: The presence or absence of support systems, financial aid accessibility, campus climate, academic preparedness, and personal resilience all influence anxiety levels among first-generation students.
Intersectionality: The experiences of first-generation students may vary based on factors such as race, ethnicity, socioeconomic background, and immigration status. These intersecting identities can compound or alleviate anxiety levels among first-generation students.
Conclusion
While research on the anxiety levels of first-generation students is not entirely conclusive, there is evidence to suggest that these students may face increased anxiety compared to their non-first generation counterparts. The unique challenges they encounter in navigating the college experience, combined with societal pressures and limited access to resources, contribute to this heightened anxiety. Developing comprehensive support systems tailored specifically for first-generation students can help alleviate their anxiety and improve their overall well-being during their college years. By recognizing and addressing the needs of these students, educational institutions can create a more inclusive and supportive environment for all students, regardless of their generational background.
