Unpacking the "Kristen" Phenomenon: Student Perspectives on Identity, Resilience, and Societal Expectations
The name "Kristen" can evoke a range of associations, from the perceived stoicism of a particular actress to profound personal narratives of struggle and survival. This article delves into various student opinions and experiences connected to the name "Kristen," exploring themes of public perception, academic pursuits, personal resilience, and the impact of societal narratives. We will examine how the name has become a touchstone for discussions on everything from law school admissions to the devastating realities of sexual assault and suicide, and the more nuanced critiques of academic instruction.
Perceptions of Public Figures and Their Influence
Initially, the name "Kristen" might bring to mind the actress Kristen Stewart. Early commentary, as noted, characterized her as having a "vapid, dull, emotionless look" that paradoxically seemed to land her significant acting roles. This perception, however, has been subject to revision. A later update acknowledges that "Kristen Stewart has now given some excellent and much more emotive performances. We hereby rescind our prior comments on her acting." This evolution in public and critical opinion highlights the dynamic nature of how we perceive public figures and the potential for growth and change in their artistic expression. The initial critique, though later retracted, points to a broader societal tendency to make swift judgments based on superficial observations, a phenomenon that can extend beyond the realm of entertainment.
The "Why Law?" Question: A Gateway to Understanding Applicant Motivation
The provided text introduces a significant mistake that law school applicants often make: not having a clear and substantive answer to the question, "Why do you want to go to law school?" Law school admissions officers, it is observed, "hate it" when this question is met with a "banal" response like "I want to help people" or an unrealistic aspiration such as "I want to be an international lawyer." This lack of a well-articulated purpose is seen as a "two-fold problem." Firstly, it weakens an applicant's overall application, and secondly, it does a "disservice to the applicant in their future as an attorney and as a person." The sentiment is that entering law school without a clear raison d'être can lead to significant debt, disappointment, and a career filled with regret, evidenced by the unfortunate reality of "lawyers saying how much they hate being lawyers." The advice is clear: applicants must be prepared to answer "Why law?" and ideally, specific variations like "Why Princeton Law?"
This emphasis on genuine motivation extends to interactions with law schools. Prospective students are advised to be ready for this question when visiting schools or interviewing with alumni. Having a strong answer is not merely about presentation; it is suggested that a clear purpose can also "help with your law school performance." The core message is that "Having a good answer is just part of good preparation!"
A Tragic Narrative: Kristen's Story and the Fight Against Sexual Assault and Suicide
A deeply moving and harrowing narrative emerges from the story of Kristen, a young girl whose life was tragically cut short. Her mother, Andrea Cooper, a member of Tri Delta, has shared Kristen's story at over 240 college campuses. Kristen's experience tragically began with a "miserable" middle school period, followed by a brief period of finding belonging in high school through performing arts, swimming, and skiing. However, a severe breakup led to a period of profound distress. The narrative culminates in Kristen's death by suicide, discovered with a gun in her hand.
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This story serves as a stark reminder of the prevalence and devastating consequences of sexual assault and suicide. Statistics cited are sobering: "one third of all women will be raped in their lifetime," and "One-fourth of all female college students will either be raped or will suffer through an attempted rape, most likely during their first year." The presentation highlights that these statistics are exacerbated on college campuses due to factors like parties, alcohol, and a "reckless sense of security." Crucially, the narrative underscores that "Rape is about power, humiliation, and control." The statistic that "30 percent of rape victims commit suicide" connects the two tragedies directly.
Andrea Cooper's advocacy focuses on educating audiences about ways to help. Key advice includes being "available to listen and not judge," offering "comfort, patience and understanding," avoiding being "overly protective," and encouraging victims to "seek help." On-campus resources such as counseling centers, health centers, and Campus Safety are highlighted as vital support systems. The presentation also educates about the symptoms of depression, including "feelings of sadness, helplessness, worthlessness guilt and irritability, decreased energy, sleeplessness, loss of concentration, stomach aches and thoughts of death and suicide."
A significant point made is that "roughly 85 percent of victims are raped by either an acquaintance or relative. It is rarely ever some 'creepy stranger hiding in the bushes.'" This challenges common misconceptions about sexual assault. The analogy of zebras observing a lion attack one of their own, urging students not to be passive observers, powerfully encapsulates the call to action. Kristen's story, with its "hard-earned lessons and tragic end," aims to prevent similar tragedies.
Academic Critiques: Navigating Professor McCully's Teaching Style
Student opinions on Professor McCully's teaching in a particular course (likely a science or mathematics-related subject given the LS30A/LS30B references) reveal a spectrum of experiences and critiques. While some students found her approachable and her teaching methods effective for drilling concepts, others expressed significant dissatisfaction.
One common point of contention is the "tedious, repetitive, and drilling" nature of her teaching. While this approach can be beneficial for some in reinforcing concepts, others found it "annoying at times but helpful at times when I fell behind." A significant criticism is the perceived shallowness of pre-class videos and lectures, which "don't explore to the proper extent the content you'll be tested on." This often leads to students needing to "piece together the rather self-explanatory concepts" or rely heavily on TAs and LAs.
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The course structure itself also draws criticism. The "sheer weight given to utterly redundant assignments (weekly quizzes, homework, coding labs, clicker questions, a capstone project that culminates during finals week, and 3 part midterms that include creating a study guide as part of your grade)" is a recurring complaint. The capstone project, in particular, is described as "tedious and annoying," especially when group members are uncooperative. Some reviews highlight that professors "seemed to have no real grasp of how much work this project actually is," leading to an overwhelming workload, especially during finals week.
Professor McCully's teaching style is also described as disorganized, with instances of her "forgetting things and doesn’t know how to explain something," leading to confusion. There are also concerns about her rushing through lectures or skipping important material, while still assigning homework that covers this material, forcing students to "spend hours upon hours every weekend trying to learn it yourself."
A more pointed critique suggests that Professor McCully "has real problems with authority, and the notion that her students can and should learn in different ways from her predisposed views on education." This perspective frames her approach as akin to a "middle or high school teacher," which is seen as "offensive and intolerable" at a university level. The lack of "freedom in the class" is lamented, with the learning environment described as feeling like "something out of a dystopian George Orwell novel where all students think, learn, and talk the same."
However, some students found her to be a "great lecturer" once they got used to her, and appreciated her passion for marine biology and her efforts to make the class interesting. The weekly quizzes, with two attempts, were seen as a "great way to see what you know and what you don't." Some students felt that with effort, passing with an A was achievable, even acing the final without extensive study by simply "doing the work throughout the quarter."
The Story of Kristin Smart: A Legacy of Awareness and Vigilance
The disappearance and presumed murder of Kristin Smart in 1996 at Cal Poly has become a significant part of the university's consciousness, especially through the resurgence of interest generated by the "Your Own Backyard" podcast. Many students, even those who attended years after the event, were unaware of her story until later. Her case is now being used as a critical tool for educating incoming freshmen about safety and awareness.
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Kristin Smart's story serves as a powerful cautionary tale. The narrative highlights the vulnerability of students, particularly when under the influence of alcohol. Her experience of being left alone with someone with a history of "stalker-ish behavior" underscores the importance of vigilance and looking out for one another. The fact that her story was not a prominent part of orientation for years is seen as a missed opportunity to foster crucial safety education.
The comparison is made to the story of Starkey, another student whose death from alcohol poisoning at a fraternity event in 2008 led to alcohol awareness initiatives. The argument is made that Kristin Smart's story should be similarly integrated into orientation to honor her memory and educate students. Her life is remembered as a "light wherever she went," and her tragic end is presented as a prime example of "what NOT to do when you go out."
Crucially, the narrative shifts the focus of responsibility. While acknowledging that Smart's actions after being left alone were not her fault, the emphasis is placed on teaching boys "not to rape or murder" and for students to "speak up and intervene when something doesn’t seem right." The story is also used to illustrate "why men should look out for their female friends," highlighting the reality that "the world isn’t safe for women, which is a fact most men are ignorant too until they witness it for themselves." Incorporating Smart's story into orientation is seen as a way to make students "making smarter decisions when I went out."
The Power of Shared Experience: A Note of Hope and Resilience
A poignant anecdote illustrates the profound impact of sharing personal stories of struggle. A speaker named Kristen received a note from a young girl that brought her to tears. The note detailed the girl's journey from contemplating suicide at age 12 due to overwhelming problems, to confiding in a friend at 13, and subsequently finding the strength to live. The girl's reflection, "Before I knew what depression was, I almost lost my life to it," and her struggle with feeling like "the problem" or "selfish" for her feelings, resonates deeply. The note concludes with her current aspirations: graduating, getting her driver's license, and a declaration of being "287 days clean." Kristen's response, "It reminded me why we do what we do," encapsulates the vital importance of connection, support, and the power of shared vulnerability in overcoming profound personal challenges. This narrative, like Kristen's story of survival and Kristin Smart's story of lost potential, underscores the resilience of the human spirit and the critical need for empathy and support systems.
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