studentwise: An Emphasis on Inclusivity

At South Hamilton High School in Jewell, Iowa, there were two groups of kids: the sports kids and the arts and academics kids. Ewing fell comfortably in the latter group. At Swarthmore, he sought out a sport in which he could try something new and boost his well-being.

When Ewing came across the fencing club on the College’s website, he thought it looked “interesting and cool.” Fencing, with its rare blend of mental agility and physical demands, hooked him instantly, and has become a cornerstone to his Swarthmore experience.

Most club members, like Ewing, were newcomers. And the club’s emphasis on inclusivity helped to make it feel less intimidating.

What began as an experiment for balance in his student life has grown into a deeper commitment, he says. Everyone fences differently, he learned, and brings their own style to the bout.

“It’s very interesting for me to approach a certain opponent and adapt my own style, see what works, learn what doesn’t,” he says. “Every bout is a learning experience in its own way.”

But it wasn’t just the sport itself that captured his heart. He reveled in the close-knit nature of his team, as well as opportunities to engage with fencing competitors from around the country.

“Fencing has this great social atmosphere,” says Ewing, who served as vice president of the team last year. “This openness of the sport and the people it attracts just creates a bond that keeps you coming back.”

Thinking back to his high school days, Ewing fondly recalls the rewards of creating music with classmates — “the collective effort to produce something.” Initially, he wondered if fencing was too different from that, too individualized. But it didn’t take long to see how deeply collaborative the sport is.

“What I’ll remember most is everyone crowded around the strip for a particular bout, just being there together and cheering each other on,” he says. “And how good it is to feel included and part of a team.”