Personal Statement

History is like a never-ending pitcher of education: my glass will never be full. As a Black woman with roots in Haiti and India, I've been captivated by the stories of my ancestors and the paths they traversed. The question of how racial demographics came to be has always stumped me. My family is from Haiti, but my grandmother is Indian. I never understood how she traveled so far during the 1950s or why everywhere I laid my eyes was sugarcane. In her backyard, under the kitchen table, and in the laundry room. During quarantine, I suddenly yearned to know why she came to Haiti. My grandmother's tale of migration from India to Haiti planted the seed of my academic passion. All she did when I asked about her journey was point to a stalk of sugarcane lying under the bookshelf. When she saw the look of confusion on my face, she told me it is vital to know your history and be well educated. It dawned on me that if I became well-versed in history, I would understand the push and pull of migration. I etched that memory in my mind and decided I would study migration. Soon after, I knew I had to study education. The ability to give a student the world by showing them the past moves me like no other. As a Black woman, I have been energized by this field and disheartened by its lack of representation —a void I am determined to fill. 

 

Lucknow, India, is the cradle of the Chaudry legacy. Every time someone says "Chaudry," and I appear, disbelief follows, accompanied by inquiries about my family's origins. This proves that broader migration studies receive unequal attention compared to conventional historical narratives. This makes me wonder why migration is not taught to the same extent as government. The lack of education about migration beyond New England and our neighboring countries propel me to learn and teach about the niche field.

 

This led me to construct a History workshop series at my current institution. At the end of each series, my students are always mesmerized by the amount of information they were never taught, granting me the opportunity to say, "History isn't boring, after all." Learning about the past is vital to inform the future, especially for historically underserved communities of color – but equally important is having professors of color teaching us. To have them unveil history from unconventional lenses showcases a new world and inspires a slew of young historians. I aim to make migration as fascinating to others as it is to me. Thousands of young boys and girls would question their origins and decide to be historians. By teaching human migration, I can unlock the intricate complexities of human movement, track cultural exchange, and encourage societal transformation. 

 

Upon the culmination of my studies,  I envision a bachelor's degree and a vibrant workshop series aimed at historical literacy. My dream of facilitating a thriving workshop series and earning a bachelor's degree in history will come true. I can forge connections with other Aspen Institute fellows, obtain books and dissertations that will further my knowledge on migration, and join the National Council for History Education. These affiliations will provide me with avenues for collaborative engagement and educational advocacy by using my next institution as a stepping stone for my career.