otential sister. In addition, there are also many intangible characteristics and stereotypes, which also go along with our three letters. The reality is that most of the girls are middle class, white, and Jewish, who were raised in the New York City area. However, not everyone can be placed under this category. Therefore, it is logical to assume that those girls who don't fit under the same umbrella of characteristics may experience the same confusion and hardships of the Sikh children who lived in Britain who were forced to experiment with various cultural and social elements to create their own identity.
             My friend Anne would assert the validity of this assumption. Anne is a first-generation Chinese American. She has lived in a world surrounded by people who looked physically different from her. Her neighborhood was primarily Caucasian, along with the boarding school she attended for the past 5 years of her life. Anne, from an early age, was
             socialized into the daily norms and culture of white Americans. Ironically coming to Cornell, with a very large Asian population, Anne explains that her first few days were a culture shock. She was never immersed in such an ethnically diverse community before in her life. There were so many Asians surrounding her that she found it strange. Anne, however, sought friendship in this minority population because she had an automatic bond with the others in the group due to a common background.
             For the entire first semester Anne was entrapped in a world surrounded solely by the Asian culture. All of her social activities and friendships were direct results of her new association into this group. She began going to Church with her friends, going to all Asian parties, and even attended various cultural meetings on campus. Strangely, she wasn't happy; she felt isolated and sought diversity. With the advice of her two older sisters who had experienced
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