The Texas Story Student Q&A: Kiara Kabbara
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This article is part of "The Texas Story," a four-week series developed in collaboration with the George W. Bush Institute that examines the extent to which Texas students are being prepared for the workforce in the aftermath of the pandemic. You can find all the articles in this series as they are published here. Additionally, you can access our previous accountability series here and here.
Kiara Kabbara graduated from Lincoln High School in the Dallas Independent School District (ISD) in 2018. Presently, she is studying at the University of Texas at Austin and serves as the student body president, holding the distinction of being the first African American woman to fill that role in over 30 years. Justine Taylor-Raymond from the Bush Institute recently interviewed Kiara to discuss the influence her high school experience had on her.
The following interview excerpt has been modified for the sake of clarity and length.
JTR: Can you describe your high school experience, particularly in terms of academics?
KK: When I started high school, I had a focus on math and planned to take calculus during my senior year because I knew I wanted to attend college. I was on track for that. However, in my senior year, calculus wasn’t available. We only had AP chemistry, and the other AP sciences were not offered. Even my English class didn’t have a regular teacher; we had a permanent substitute. As a result, there were many instances where I wanted to advance to a higher level, but due to the limitations imposed by the school and the circumstances, I couldn’t. I couldn’t take AP calculus, and I had to settle for another class.
Most of my senior classmates didn’t perform as well or achieve high scores on the AP tests compared to students from North Dallas or other parts of Dallas because those schools had access to more resources that we lacked. Furthermore, it was our responsibility to find SAT/ACT preparation, whereas other schools automatically provided it.
On the positive side, the high school I attended had specialized clusters, and I chose the culinary arts cluster. I pursued it for all four years, which was akin to a major, and I earned a managerial certificate. This means that when I apply for jobs at restaurants, I can be considered for a managerial position and receive higher pay.
Another positive aspect of Lincoln High School was that they offered a forklifting certification. Students could receive training from 5 p.m. to 8 p.m. for a period of six or seven weeks and obtain a forklifting certificate upon completion. Even if college was never their intention in the first place, at least they would have this certification, ensuring that they could find employment anywhere. I believe that schools should incorporate more vocational training and certifications. Personally, I talked to my mom about Microsoft because I want to develop exceptional skills in Excel and Word and similar software. Acquiring these optional certifications doesn’t take much time.
I can easily count on one hand the number of individuals from my graduating class who went on to college. However, for those students who didn’t pursue higher education, it would have been beneficial for them to have something that would guarantee financial stability or secure them a job.
What was your experience like during your first semester at the University of Texas?
It was quite overwhelming because not only was I pre-med, but I also hadn’t declared a major. There’s a different kind of atmosphere surrounding undeclared students on campus; you feel uncertain about what you’re going to do while others are specializing in their business majors and taking relevant courses. It was particularly challenging when it came to studying chemistry and biology for the pre-med track.
I’m extremely passionate about sports. I’ve been playing basketball my whole life, and I genuinely thought that was my ticket to college. Therefore, having to choose between attending a basketball game and studying was a difficult decision. However, I now have to prioritize truly understanding concepts, such as science, atoms, and other related topics, because I didn’t gain a strong foundation in those subjects during high school. My peers at UT were excelling in their exams, confidently saying, "We can handle this," while I struggled to comprehend a single sentence uttered by the teacher. Transitioning into this new academic environment was rough, as I had to learn how to study, prioritize, and manage my time effectively, skills that were lacking during my high school years.
How did it impact you at UT when you realized that your high school lacked the same AP opportunities as other schools?
As a college student who shares a similar experience, I found the transition to be quite challenging. It wasn’t just a case of imposter syndrome; it was a genuine struggle. Witnessing my peers grasp concepts faster than me was a bit disheartening, but it only fueled my determination to work harder.
Now, as the president of the UT student body, you may be wondering why I decided to run for this position.
Ever since my freshman year, I had a deep desire to make a difference and create a sense of belonging for students who, like me, felt different and excluded. I believed that student government could play a vital role in supporting individuals who were uncertain about their path, and I wanted to be that person on campus who could provide guidance and assistance.
When the time came for me to run, I was fully prepared. Throughout my three years at UT, I constantly identified areas that needed improvement, and those became the foundation of my campaign.
Additionally, it’s worth mentioning that I am the first African American woman to hold this position in over three decades. This accomplishment is something I take immense pride in.
I must admit that this is my inaugural experience in student government. Stepping out of my comfort zone was a deliberate choice on my part. I bring fresh ideas and a genuine desire to represent the concerns and aspirations of others. My aim is to bring about impactful changes and offer a unique perspective to drive progress.
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Justine Taylor-Raymond, currently serving as the senior program manager for education reform at the George W. Bush Institute, is the author of this article.
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