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Freshman class artwork, from East Texas State Normal College's 1920 Locust yearbook

A freshman, fresher, first year, or colloquially frosh,[1] is a person in the first year at an educational institution, usually a secondary school or at the college and university level, but also in other forms of post-secondary educational institutions.

Albania

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In Albania the freshman/woman is called "fruth", which literally means "measles". The etymology of it is "a person that has not yet passed the social measles", social measles referring to the transformation of social skills that usually takes place in the first year of university. Freshmen/women are regarded as socially inept.

Arab world

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In much of the Arab world, a first-year is called a mubtadi' (مبتدئ; plural مبتدئون, mubtadi'ūn), which is Arabic for "beginner".[2]

Brazil

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In Brazil, students that pass the vestibulares and begin studying in a college or university are called "calouros" or more informally "bixos" ("bixetes" for girls), an alternate spelling of "bicho", which means "animal" (although commonly used to refer to bugs). Calouros are often subject to hazing, which is known as "trote" (lit. "prank") there. The first known hazing episode in Brazil happened in 1831 at the Law School of Olinda and resulted in the death of a student.[3] In 1999, a Chinese Brazilian calouro of the University of São Paulo Medicine School named Edison Tsung Chi Hsueh [pt] was found dead at the institution's swimming pool; this has since become one of the most well known episodes of violent hazing and has received extensive national media coverage since that year.[3][4][5][6]

Canada

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The term "first year" is used for a first-year student at university or college. The student orientation period at Canadian universities is often called "Frosh week."

Chile

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Mechón or mechona is used for the first-year students of University of Chile, a term that has spread to the rest of the universities in the country.

Croatia

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The term brucoš is used for either first-year college or university students or students who haven't yet passed any exams.

Asia

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Some Asian countries use the same names as used in the United States (freshman, sophomore, junior, senior), among them Malaysia.

France

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In some elite institutions in France, freshman/woman is called "cagne", the etymology of which is from Middle Age French, meaning "weighed down by the books", "lame because weighed down by books."

Germany

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In Germany, a first-semester student of a university program (Bachelor, Master, State exam etc) is called Erstsemester, or in short and more common, Ersti, with erst meaning 'first' and the -i adding a benevolently diminutive tone. The plural is Erstis.

Unlike the word freshman, which stands for a student in their whole first year, the German word Ersti is exclusively used for students in their first semester. Students of higher semesters are accordingly called Zweitsemester, Drittsemester, Viertsemester etc. and sometimes, but rarely, also Zweitis, Drittis, Viertis, etc.

United Kingdom

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England and Wales

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Students at the beginning of their first year of university are often known in England and Wales as freshers; however, the terms 'freshman' and 'first years' is also used. The first week of term before lessons is widely known as freshers' week,[7] when there are usually no classes, and students take part in induction events and fairs; but this arrangement is not universal. As freshers are newcomers to the institutions and often experience a period of adjustment as they navigate university life, there are numerous UK websites available that offer support and resources to help freshers with university preparations, such as providing guidance on accommodation, academic advice, social activities, and general tips for a successful start to their university journey.[8][9][10][11][12][13][14]

Unlike in Scotland, this term is not used in reference to pre-university education, the equivalent terms being year sevens for the first year of secondary school and first years, lower sixths and year twelves used at sixth forms.[15][16][17]

Scotland

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First year (also known as S1 in Scotland) is the first year of schooling in secondary schools in Scotland and is roughly equivalent to Year 8 (Second Form) in England and Wales and Year 9 (Second Form) in Northern Ireland. Most pupils are 12 or 13 years old at the end of S1.

Preceded by First year
11.5–13 		Succeeded by

The first year of primary education in Scotland is known as Primary 1 (P1).

At the four ancient Scottish universities the traditional names for the four years at university are Bejan ("Bejant" at the University of St Andrews) (1st),[18] Semi (2nd), Tertian (3rd) and Magistrand (4th), though all Scottish universities will have a "freshers' week" (as with all British universities) and the term is as widely used with more traditional terms.[19]

United States

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Beginner

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Freshman is commonly in use as a US English idiomatic term to describe a beginner or novice, someone who is naive, a first effort, instance, or a student in the first year of study (generally used in both high school and in tertiary school university study before the taking of a degree).[20]

First Year Congressional representatives

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New members of Congress in their first term are referred to as freshmen senators or freshmen congressmen or congresswomen, no matter how experienced they were in previous government positions.

First year high school students

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High school first year students are almost exclusively referred to as freshmen, or in some cases by their grade year, 9th graders. Second year students are sophomores, or 10th graders, then juniors or 11th graders, and finally seniors or 12th graders.[21]

First year university students

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At college or university, freshman denotes students in their first year of study. The grade designations of high school are not used, but the terms sophomore, junior, and senior are kept at most schools. Some colleges, including historically women's colleges, do not use the term freshman but use first year, instead.[22][23] Beyond the fourth year, students are simply classified as fifth year, sixth year, super senior, etc. Some institutions use the term freshman for specific reporting purposes.[24]

See also

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References

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[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Freshman

View on Grokipedia
from Grokipedia
A freshman is a first-year undergraduate at a or , or a ninth-grade in high school, denoting a or newcomer to the . The term originated in the mid-16th century as "fresh man," combining "fresh" in the sense of new or inexperienced with "man" denoting a , initially applied to university entrants in before spreading to American . By the , it was standardized in universities like Harvard and Yale to classify students alongside , junior, and senior, reflecting progression through degrees; this system later extended to high schools in the as compulsory expanded. Despite its longstanding neutral application to female students since women's admission to higher education, the term has faced recent challenges in academia over its etymological "man" suffix, perceived by some as implying male-centric origins amid broader efforts to adopt . Institutions such as Yale and Penn State have shifted to "first-year" in official communications since 2017 and 2021, respectively, though the change reflects institutional policy rather than widespread empirical demand or linguistic evolution. Critics argue such substitutions do not substantively advance equality, as the term's usage has long accommodated both sexes without confusion.

Etymology and Historical Development

Origins in English Usage

The term "freshman" first appeared in English in the mid-16th century, denoting a novice or newcomer, with the earliest recorded use predating 1557 in a translation by John Cheke of St. Basil's The Holy Life and History of Saynt Nycholas. This usage aligned with the empirical reality of hierarchical organizations, where entrants lacked experience and required mentorship, as seen in religious orders where "freshman" equated to a probationary member akin to a novice. By the 1650s, English-Latin dictionaries glossed "freshman" as terms like tyro or tiron, referring to recruits or beginners, often evoking military contexts of raw, untested personnel entering structured ranks. The compound arose from "fresh," meaning newly arrived or untried, combined with "man," which in compounds frequently served as a gender-neutral for persons, without implying male exclusivity, as evidenced by its application to novices in texts irrespective of the individual's . This vernacular formation contrasted with classical borrowings like neophyte (from Greek neophytos, "newly planted") or novice (from Latin novicius, "newly come"), prioritizing straightforward English descriptors over Latinate or Hellenic abstractions for denoting inexperience in practical, causal hierarchies such as apprenticeships or entry-level roles in trades and militias. Such early applications underscored causal realism in social structures: novices inherently disrupted until acclimated, necessitating terms that highlighted their "fresh" status to enforce progression from dependency to proficiency. While specific records rarely preserve "freshman" verbatim—favoring terms like "apprentice"—the word's overlapped with descriptors in regulated professions, reflecting a shared logic of tiered competence absent in pre-industrial egalitarian ideals.

Evolution in Educational Contexts

The term "freshman" entered academic usage in the 17th century at English universities such as and , where it denoted first-year undergraduates, reflecting a need to distinguish novices from more advanced students in structured degree programs. This classification system, which included corresponding terms like "" for second-year students, emerged amid the formalization of undergraduate curricula, aiding administrative tracking of progress through multi-year courses typically lasting three to four years. By the late , records indicate "freshman" applied to university newcomers as early as 1583, evolving from broader English usage for novices to a specific educational marker. This nomenclature crossed the Atlantic to colonial American colleges, influenced by British models; , founded in 1636, adopted similar year-based labels by the , with "freshmen" formalized alongside "sophisters" (an older term for upper years) before standardizing to the quartet of freshman, , junior, and senior by 1833. The system's utility in signaling hierarchical stages supported institutional needs for cohort management, including residence assignments and , as American higher education expanded post-Revolution. In the , as laws proliferated—such as Massachusetts's 1852 mandate extending schooling to age 16—"freshman" extended to U.S. high schools, mirroring college structures amid the rise of standardized four-year secondary programs. By the early , these terms were widespread in high schools nationwide, facilitating clear progression tracking in growing public systems that enrolled over 10% of youth by 1910, up from negligible numbers pre-1870. The of "freshman" stems from its role in delineating developmental phases, evidenced by traditions like class-year —documented in 18th-century rituals and 19th-century U.S. campuses—which reinforced group identity and retention, with studies showing year-status correlating to higher sophomore-year persistence rates (e.g., 80-85% in early 20th-century colleges).

Primary Usage in Educational Systems

United States

![Freshman yearbook page from 1920][float-right] In the , the term "freshman" denotes a student in the ninth grade of high school or the first year of college or university, marking the initial stage in a structured four-year progression toward graduation. This usage reflects a cultural framework of sequential educational advancement, where students ascend through designated class years—freshman, sophomore, junior, and senior—emphasizing individual achievement and preparation for higher responsibilities. The terminology became standardized in American secondary schools as they expanded in the late 19th and early 20th centuries, with ninth grade consistently identified as freshman year across public and private institutions. The term's application to higher education traces to early American colleges, adopting English university precedents where "fresh man" signified a novice entrant, a meaning rooted in 16th-century English for "newcomer." By the 19th century, it was firmly entrenched in U.S. institutions, appearing in college catalogs and yearbooks as the descriptor for first-year undergraduates. National data aggregators, such as the National Student Clearinghouse Research Center, continue to employ "freshman enrollment" in their reports, underscoring its persistence amid over 4,000 degree-granting colleges. This retention aligns with traditions like freshman orientation, mandatory programs at most universities that include academic advising, campus tours, and social integration events to ease the transition from secondary education. Colloquial variants such as "frosh" emerge at select institutions as informal , yet "freshman" prevails for its historical precision and institutional familiarity, avoiding ambiguity in administrative and academic contexts. For instance, enrollment statistics for fall documented a 5% rise in freshman numbers at four-year colleges, highlighting the term's ongoing utility in tracking cohort trends. These practices reinforce a merit-based ladder, where freshman status initiates rigorous and extracurricular involvement pivotal to long-term outcomes like degree completion rates exceeding 60% for full-time entrants at public universities.

High School Context

In United States high schools, "freshman" designates students in the ninth grade, the first year of secondary education, with typical ages ranging from 14 to 15 years. This stage follows middle school (grades 6–8) and introduces students to expanded curricula, multiple teachers per subject, and heightened expectations for self-directed study. The freshman year often involves significant adjustment challenges, including increased academic rigor, larger class sizes, and shifts in such as forming new friendships amid disruptions. Empirical studies highlight a "ninth-grade shock," where GPAs frequently decline due to these transitions, correlating with elevated disengagement risks. Dropout data reveal particular vulnerability at this level; for instance, over 25% of total high school dropouts in occur in , while national analyses indicate early secondary years account for a disproportionate share of exits. The "freshman" label enables focused interventions, including orientation programs and seminars that teach organizational skills, goal-setting, and academic strategies to mitigate failure rates. As high school attendance surged in the —rising from under 10% of 14- to 17-year-olds in to nearly universal by mid-century—the collegiate-derived "freshman" terminology standardized for secondary students, supporting structured progression tracking.

College and University Context

In colleges and universities, the term "freshman" denotes an undergraduate in their initial year of postsecondary , generally comprising 30 to 36 hours of coursework toward a . This classification applies to students who have completed high or equivalent and are pursuing their first full-time, often involving a shift from structured to self-directed learning in larger, more specialized environments. Unlike preparatory high settings, college freshmen encounter heightened autonomy, including independent course registration, adherence to syllabi without daily oversight, and competition for resources in institutions where admission selectivity can exceed 90 percent at top programs. Freshman experiences frequently include institutionalized rituals such as move-in days, typically occurring in late , where students relocate to on-campus ahead of the academic term's start. These events, followed by multi-day orientation sessions, aim to foster peer connections, outline institutional policies, and introduce foundational skills like access and advising. For instance, many universities schedule move-in between August 18 and 29, with orientations extending into early to align with the fall semester's commencement. The freshman year integrates academic benchmarks, including minimum grade-point average (GPA) thresholds—often 2.0 on a 4.0 scale—to sustain good standing and eligibility for progression. Failure to meet these can trigger or dismissal, reflecting the competitive stakes where introductory courses in disciplines like or composition weed out underprepared students. Attrition underscores this novice phase's rigors: data show that only 76 percent of first-time, full-time undergraduates at four-year institutions return for a second year, implying a 24 percent first-year departure rate driven by factors such as academic mismatch and adjustment to . During this period, freshmen generally complete general education requirements rather than specializing, with major declarations deferred until the sophomore year or later to allow exploratory . This delay, common by the end of the second year at most institutions, enables adaptation to postsecondary demands before committing to a field, though undeclared status beyond sophomore year risks delayed in structured programs.

United Kingdom and Commonwealth Nations

In the , the term "fresher" is the standard colloquial designation for first-year undergraduate students at universities, particularly during the initial orientation period known as Freshers' Week. This usage prevails across institutions in , , , and , where it highlights the transitional novelty of entering higher education, often tied to events like campus fairs and social integrations. Formal documentation, however, typically employs "first-year student" to denote the academic status without the informal connotation of inexperience. At ancient universities such as and , the term retains historical roots, with "freshers" explicitly referenced in processes and term-specific glossaries dating back to traditions of inducting novices into collegiate life. In secondary education across the UK, year designations eschew "fresher" or analogous terms like "freshman," opting instead for numerical groupings such as or , which align with age-based Key Stages (KS4 and KS5) under the framework established since 1988. This numeric system, devoid of hierarchical labels emphasizing progression stages, reflects a structure prioritizing subject-specific qualifications like GCSEs and A-levels over cohort identity. British English speakers generally do not recognize or apply American-style terms such as "freshman" in contexts, viewing them as foreign to domestic educational norms. Commonwealth nations, including , mirror this preference for "fresher" in university settings, where it denotes new undergraduates during orientation weeks (O-Week), fostering a brief period of acclimation without extending to multi-year labels. Australian universities, such as those in and , integrate the term into events like fresher bashes, but formal references default to "first-year" in enrollment and policy documents, consistent with post-colonial adaptations that dilute rigid year hierarchies in favor of modular degree structures. Unlike more stratified systems, this approach correlates with expectations of rapid independence, as and Australian undergraduates typically complete degrees in three years with minimal emphasis on prolonged freshman-specific programming.

Continental Europe and Other Regions

In continental European higher education, the English term "freshman" is infrequently employed, with indigenous terminology dominating due to longstanding national educational frameworks that emphasize direct entry into specialized bachelor's programs following secondary qualifications. In , first-year students at universities are designated as those enrolled in the "première année de licence" (L1), a structure aligned with the three-year bachelor's cycle under the LMD (Licence-Master-Doctorat) system. In , the standard reference is "Erstsemester," denoting students in their initial semester post-Abitur or equivalent, often accompanied by orientation events for new enrollees. Comparable patterns hold in ("primo anno") and ("primer curso"), where the harmonizes degree structures but preserves local nomenclature tied to centralized admission via maturity exams like the Esame di Stato or . This divergence from Anglophone conventions arises from causal differences in system design: continental models feature extended secondary curricula that incorporate foundational university-level preparation—equating to a U.S. freshman equivalent prior to —followed by immediate immersion in degree-specific coursework, reducing the salience of transitional labels. Adoption of "freshman" occurs sporadically in English-taught international programs at institutions like in , but such usage reflects of U.S.-style curricula rather than organic integration. Beyond Europe, local terms similarly prevail in other non-Anglophone regions, underscoring the term's marginal penetration outside contexts of direct American academic influence. In , first-year university students are known as "calouros," a designation evoking status and tied to vestibular entrance exams, with traditions like rituals historically associated. and much of favor "primer año" or equivalents, though elite institutions with U.S. partnerships may occasionally reference "freshman" in bilingual materials. In the , phrases like "طالب السنة الأولى" (first-year student) dominate at universities from to the Gulf, with English terms emerging only in American-branch campuses such as NYU . exhibits parallel resistance; in , British colonial legacies yield "first-year undergraduate" as the norm, without "freshman," amid semester starts in or post-national exams like JEE. U.S. influence manifests narrowly in transnational programs, such as at , but does not supplant entrenched descriptors shaped by regional exam-centric pathways.

Non-Educational Applications

Politics and Government

In United States congressional politics, the term "freshman" denotes a first-term member of the or , emphasizing their novice position amid the institution's procedural complexities and policy demands. This usage underscores a where newcomers must rapidly acquire expertise in bill drafting, dynamics, and coalition-building, often resulting in diminished legislative influence relative to incumbents. The application of "freshman" to Congress emerged in the 19th century, paralleling its educational origins to describe political novices; by the 1870s, freshmen frequently comprised over half of the House membership due to high turnover and short tenures, fostering an environment where inexperience was commonplace rather than exceptional. Record-setting influxes, such as the 178 first-term House members in the 54th Congress (1895–1897), amplified this dynamic, driven by electoral waves and party realignments. Contemporary freshman classes are formalized cohorts entering at the start of a Congress, as exemplified by the group seated in the 118th Congress (2023–2025) following the 2022 midterm elections, which introduced younger representatives navigating partisan gridlock and policy initiation hurdles. Empirical analyses of legislative effectiveness reveal freshmen generally sponsor fewer successful bills, with metrics like the Legislative Effectiveness Score—aggregating progression through committees, floor votes, and enactment—typically lower for first-termers owing to limited networks and procedural unfamiliarity. For instance, in the 113th Congress (2013–2015), only 2.6% of bills introduced by House freshmen advanced to enactment, compared to higher rates for veterans, attributable to freshmen devoting initial terms to observation and adaptation rather than aggressive lawmaking. This pattern persists, as seen in the 118th Congress where freshman-sponsored measures faced elevated barriers in a narrowly divided House, though outliers like Rep. Mike Lawler achieved outsized success with multiple bills reaching the floor.

Sports and Other Domains

In collegiate athletics, particularly under the governance of the (NCAA), "freshman" refers to a first-year undergraduate student-athlete who is academically classified as such and eligible to compete in intercollegiate sports, provided they satisfy initial-eligibility criteria including completion of 16 core high school courses, a minimum grade-point average in those courses (typically 2.3 for Division I sliding scale), and scores or GPA alternatives. These standards, established to ensure academic preparedness, directly influence recruiting, as high school prospects must register with the NCAA Eligibility Center and meet thresholds before enrolling to preserve their freshman-year competition opportunities. Failure to qualify can delay participation, prompting strategies like redshirting, where a true freshman sits out a season to preserve eligibility while acclimating academically or physically. A "true freshman" specifically denotes an in their academic and athletic year at , often highlighted in commentary for standout performances, such as starting as a , which underscores the novice status amid seasoned competitors. In contrast, a redshirt freshman is academically a but athletically still a first-year competitor, having deferred playing time from the prior season to extend overall eligibility within the NCAA's five-year clock limiting athletes to four seasons of full participation. This distinction affects team rosters, scholarship allocations, and performance tracking, with recruiting data often segmented by freshman eligibility to project talent pipelines. Beyond athletics, the term appears in select institutional training contexts emphasizing integration. At the , the fourth-class year—equivalent to freshman status—culminates in a recognition ceremony marking transition to upper-class privileges after intensive basic training. In corporate settings, while not formally termed "freshman programs," early-career initiatives for freshmen provide introductory experiences like workshops and networking to build skills, as seen in offerings from firms such as targeting undergraduates from their first year onward. These applications extend the connotation to structured in competitive environments, akin to athletic eligibility frameworks.

Controversies and Modern Debates

Gender Neutrality and Language Reform Efforts

In 2017, discontinued the use of "freshman" and "upperclassman" in its official documents and publications, substituting "first-year" and "upper-level" to align with preferences. That same year, administrators at Easthampton High School in directed staff and students to replace "freshmen" with "first-year students" for ninth-graders, citing recommendations from the school's Gender Sexuality Alliance to enhance inclusivity. These changes reflected a broader institutional trend, particularly in U.S. higher education and select K-12 settings, where gendered suffixes in terms like "freshman" (from roots implying a "man") were targeted for elimination. Advocates for such reforms contend that masculine-oriented terminology marginalizes non-binary and female-identifying students, potentially hindering their sense of belonging, though these assertions rely primarily on anecdotal perceptions rather than quantified impacts. No peer-reviewed establishes a causal link between the term "freshman" and adverse outcomes, such as elevated distress or reduced retention among non-binary students; broader studies on and non-binary youth attribute disparities to factors like family rejection, peer , and policy restrictions on facilities, not lexical choices. Proposed alternatives, such as "," prioritize descriptiveness over tradition but introduce verbosity—requiring longer phrases in contexts like , schedules, and orientations—and omit the implicit of inexperience conveyed by "freshman," which denotes entry-level status akin to or ranks. Despite isolated adoptions, the reforms have not demonstrated improved inclusivity metrics, such as enrollment or persistence rates for gender-diverse students, underscoring their basis in ideological preference over evidence of efficacy.

Resistance to Terminology Changes

Critics of replacing "freshman" with gender-neutral alternatives contend that the term's "-man" historically served as a generic indicator of a novice or newcomer, derived from usage of "man" to denote any being irrespective of , a convention persisting into the term's first attestation in the 1550s for university newcomers. This linguistic evolution underscores that the word conveyed inexperience rather than male exclusivity, and altering it elevates emotional sensitivities above etymological accuracy and communicative efficiency, fostering unnecessary fragmentation in shared educational without causal links to improved equity outcomes. Op-eds from 2012 onward have characterized such reforms as emblematic of excess, arguing they invent grievances to signal virtue while ignoring verifiable barriers; for example, labeled analogous language mandates an infringement on expressive liberty, prioritizing symbolic tweaks over substantive policy. Empirical persistence of "freshman" in widespread U.S. —despite adoptions of "first-year" at select institutions like Yale in —highlights organic resistance, as the term endures in media, casual reference, and non-reformed curricula without correlating to shifts in enrollment demographics, where female participation already surpasses by margins like 25% as of 2010 Census data. Proponents of retention, particularly from conservative viewpoints, assert that enforced neutralizations undermine merit-based traditions and divert institutional focus from core challenges such as campus safety failures (e.g., mishandled cases) or eroding academic rigor, where semantic debates yield no measurable gains in retention or diversity but exacerbate cultural divides. These critiques emphasize causal realism, noting that fails to address underlying disparities, as women's higher education dominance predates and transcends terminology shifts.

References

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  51. https://www.du.ac.in/index.php?page=academic-calendar
  52. https://www.quora.com/Why-arent-the-terms-freshman-sophomore-junior-senior-used-in-Canada-Australia-or-Britain
  53. https://history.house.gov/Institution/First-Term/First-Term-Numbers/
  54. https://www.wilsoncenter.org/sites/default/files/media/documents/event/froshintro.pdf
  55. https://history.house.gov/Institution/Firsts-Milestones/Election/
  56. https://www.pewresearch.org/short-reads/2023/01/30/house-gets-younger-senate-gets-older-a-look-at-the-age-and-generation-of-lawmakers-in-the-118th-congress/
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  58. https://www.kshb.com/news/national/few-house-freshman-able-to-move-bills-through-congress
  59. https://lawler.house.gov/news/documentsingle.aspx?DocumentID=3979
  60. https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements
  61. http://fs.ncaa.org/Docs/eligibility_center/Student_Resources/IE_Brochure.pdf
  62. https://www.ncsasports.org/what-is-a-redshirt-freshman
  63. https://www.espn.com/college-sports/story/_/id/41055555/what-true-freshman-starting-qb-college-football
  64. https://www.sponsoo.com/glossary/NCAA-five-year-clock
  65. https://www.usafa.edu/parents/freshman-year/
  66. https://www.kpmguscareers.com/early-career/program/
  67. https://www.masslive.com/news/2017/12/in_push_for_gender-neutral_lan.html
  68. https://pmc.ncbi.nlm.nih.gov/articles/PMC11522124/
  69. https://pmc.ncbi.nlm.nih.gov/articles/PMC9599998/
  70. https://yalecollege.yale.edu/policies-procedures/first-year-upper-level-usage-guide
  71. https://english.stackexchange.com/questions/522859/was-man-a-gender-neutral-word-in-common-usage-at-some-point
  72. https://columbiachronicle.com/campus/46d1b1bc-793b-5f8b-8ec7-f13260f58772/
  73. http://www.creators.com/opinion/john-stossel/bad-rules.html
  74. https://www.hindustantimes.com/world-news/yale-replaces-freshman-upperclassman-with-gender-neutral-terms/story-geNKhZmz5cM00pwLXaqXHJ.html
  75. http://amherststudent.amherst.edu/?q=article/2012/10/17/account-sexual-assault-amherst-college
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