Phia James grew up in Salt Lake City and graduated from high school during the COVID pandemic. As the time to decide on which college to attend got closer, she increasingly felt that BYU was the right place for her.
Participating in meaningful service, teaching and diverse classes all contributed to James’s positive BYU experience.
“My BYU education has given me the responsibility to find ways to be a mentor to those around me — either directly or by leading as an example of a disciple of Jesus Christ. I want to make sure that my peers, students, friends and family feel loved and supported. I want to help them feel some fraction of the love that God has for them.”
Service was key. Like many who began their college experiences during the pandemic, James developed the habit of staying at her apartment and interacting online. She flourished as she began to interact more with others.
“I realized I was missing so much by not being more involved,” said James. “It was a struggle initially to force myself to leave my apartment, but I found that I became a happier person and felt more fulfilled.”
Some of James’s first efforts to get involved were focused on service. She became a mentor for at-risk teens through Y-Serve’s Impact program.
“I felt like I was able to have a positive impact on local youth who were struggling. By having the opportunity to provide support, I received much of what I had been missing and needing.”
She also helped organize service projects for the Food and Care Coalition, she has made and donated hats and gloves to the local women’s shelter and was actively involved in three honor societies at BYU, where she engaged in service projects and events throughout the year.
In addition to service, teaching was a key part of James’s BYU path. She was already fluent in German (learned in high school and refined through a student exchange program). She eventually had the opportunity to teach over 50 German students. Teaching helped her feel a greater desire to help others flourish.
“My BYU education has given me the responsibility to find ways to be a mentor to those around me — either directly or by leading as an example of a disciple of Jesus Christ."
“I found that teaching helped me gain so much love for the people around me — for my students, peers and for my teachers even when I struggled with their teaching styles.”
James, like many students, changed her major partway through her undergraduate time.
She started as an acting major but two years in, she took a human development class called The Eternal Family and had been learning how to view the human experience from a variety of angles.
“In many ways, the world is so unfair for many people, regardless of how hard they try or how much effort they put in. They’re just not going to have the same opportunities as other people.”
This inherent unfairness was something James had seen firsthand while growing up. She and her childhood friend were similar in many ways. They had the same birthday, same elementary school, same interests and similar challenges. But her friend had an unstable support system; James had a strong support system. Their paths slowly diverged. The BYU human development class got her thinking about how to close the unfairness gap.
“What can we do to help children who grow up in contexts that are just inherently unfair? What can we do to promote healthy brain development and promote flourishing and resilience?”
This summer she will begin a developmental psychology graduate program at Teachers College, Columbia University, where she will study the way that early childhood stress impacts brain function. After receiving her master’s degree, James plans to earn a doctorate and become a professor. Her undergraduate teaching, service and variety of education will all contribute to her success.
