What I wish was made explicit to Me My First 2-Years of Grad School (Part 2)
Logistics, bureaucracy, and gaining a better understanding of how academic institutions operate—be observant.
Some of us came to graduate school knowing the ins and outs of academic "best practices," while others came in knowing nothing about them. The application system asks you to relinquish your right to get a reference letter when you apply for positions that need one. Those who will be reading the letter need to know that they can rely on the recommender to deliver a fair and balanced judgment of you as a candidate, which may not happen if everyone knows that you'll be reading it. You should tick that item. It is also common practice at the academy to react to certain emails with a confirmation that you've read them and that the problem has been handled in order to guarantee that everyone is on the same page in the end of a communication process. In the event that you need color chalk for the purpose of instructing a class, you should first check with your institution to see what resources are available to you before going out and acquiring your own. Small nuances like these may make a big difference when it comes to a person's level of familiarity with an issue. Be aware of your rights and entitlements and don't overlook anything you don't understand when it comes to email. Consult with a teacher or a fellow student for further info. Be confident in your own voice [see 3A]. In order to be a more successful participant in the educational process, you must understand not just the mechanics of how things are done, but also the philosophical underpinnings of how they are done.
Communication and
hierarchy—there
is a bottomless pit of ambiguity somewhere between addressing your professors
as "Yo, Jane" and "Herr Professor Doktor X von Z, III," and
figuring out how to balance giving people the respect they deserve with
resisting the perpetuation of structural inequality built into casual communication
in the academy is something many of us are working on every day. Others find
what some deem practical and handy to be disrespectful and cruel. With that in
mind, we must all choose our fights and determine when a demand for formality
is a show of respect and when it is a sign of hostility.
Generational Differences. Differences between the
sexes. A wide range of communication methods and social norms are observed by
different generations. Text-messaging interactions and age divides make this
more apparent. DON'T REPLY WITH "Kk. C U tmrw, Bob," if your
professors use full sentences and sign off with "Prof. Robert X" when
they write to you. Academics who insist on being addressed by their titles may
make you feel like you're contributing to the same problem you're trying to fix
in graduate school, which is a hierarchy, patriarchy, racism, classism, and
homophobia. Some of the academics are, without a doubt. Writing whole words in
an email to someone tells them that "I value you and took time to convey
myself in a clear and professional tone, whereas getting an email that reads
"K Thnx" seems like a smack in the face." Another generational
and cultural difference in how polite behaviour is seen and perceived is
evident in this situation.
However, it should be noted that
there are many people, both in academia and outside of it, who are racist,
sexist, and otherwise unpleasant in both visible and subtle ways. As a result,
the usage of the phrase "generational gap" to rationalize acts of
racism or sexism is not always accurate. The correct thing to do if you suspect
the latter is to seek help, support and redress. There are many ways in which
racist and sexist views are expressed, and their consequences are the only way
to identify them. When in doubt, seek the advice of a trusted faculty member or
mentor.
Gender and race. DO NOT address female
faculty and faculty of color in any way other than the manner in which they
prefer to be treated. Some folks, obviously, don't care how you address them.
When you address someone as "Hey, Jane," you're effectively saying,
"Those worthy of the title of "Professor" are elderly, white
males, and you don't qualify, therefore I won't treat you that way." This
applies to communicating with a range of persons, including administrative
personnel, TAs, and others. Many organizations are particularly bad at treating
their employees with the respect they deserve. Remember that these employees
work alongside teachers and students, not for them, whether you're dealing with
someone in facilities, events planning, the department coordinator, or the
subject area bibliographer at the library. Many faculty members (and graduate
students) forget this, and they often act rashly and disrespectfully toward
personnel. Or they just do not recognize or appreciate how much different
members of the university personnel contribute to making their professional
lives feasible in every way. Don't be one of them people!
Hierarchy. Your subfield's
dialogue and hierarchy aren't as essential as they seem to be. People who hire
you are unlikely to be specialists in your field: if they already have someone
who can do what you do, they won't hire you. Since a result, learn to
communicate with individuals in relevant industries, as they will determine
your destiny. It's also less stressful, and it'll help you become a better
writer. (With thanks to Dustin Atlas)
Develop connections with early-career, mid-career,
and senior researchers at other institutions, both in your subject and in
similar disciplines. Of course, solid, supportive connections with your
supervisor, committee, and others are crucial, but the academy is basically a
collection of interconnecting geek terraria. For a variety of reasons, from the
practical (job hunts in disciplines you didn't train in) to the philosophical,
you desire allies in as many geek terraria as possible (keeping abreast of
stuff that other people are thinking).
Never underestimate the value of other
graduate students' local understanding of the department. Grad students keep a
close eye on instructors since their careers rely on their recognizing their
whims. Pay heed if they say a professor is poisonous, sabotages students, sends
unfavorable letters of recommendation without telling students, or has a
reputation for never reviewing the work of a female student. Pay special
attention when a group of kids has had a terrible experience. Request to see
the application docs of your older pals. For this, there's a formula that
may be discovered by reading a number of successful models.
Try to publish in journals other
than your subfield's major journal and read a lot of second- and third-tier
journals. The first-tier journals are primarily reserved for white males in
[certain subjects], while a lot of extremely intriguing work, most of it by
women and non-white people, ends out in publications that are regarded less
prestigious (by white guys). But here's what I've discovered: so what! Sure, I
oppose to the racial patriarchy that casts prestige in this manner, but when it
comes to how I spend my days, I want to chat with those other individuals,
therefore I should attend their conferences and read their journals. (With
thanks to Joy Brennan)
Even if you're a straight white
able-bodied cis- dude, graduate school may be challenging, and it can be
draining, and you'll need to learn self-preservation skills, which is true. BUT
there are numerous invisible-to-you structures that support and enable you, as
well as privileges that you have that your Black grad colleagues, colleagues of
color, LGBTQI+ colleagues, cis female colleagues, folks with disabilities, etc.
do not - and the result is that their experiences in academic spaces are marked
by various forms of violence, gatekeeping, disciplining, mansplaining,
microaggressions, second-guessing, and so on. Listen to them and do everything
you can to help them: back them up, send them resources, invite them to panels
because they do good work (don't tokenize), cite their work, give them credit,
take on committee/grad work that supports diversity initiatives so they don't
have to, give them space/stop taking up space, advocate for them, and so on.
Know, however, that this job will never be finished and will include a lot of
hard stares in the mirror, making mistakes, and self-reflection. Be an
accomplice and do it because (a) you can, not because anyone else is asking,
and (b) everyone benefits when a community has more individuals who can grow.
You could just make the finest friends of your life, and you'll be able to let
go of some of that white guilt, shame, and anger. Check yourself when you
believe you've "done enough" - wash, rinse, and repeat.
Attend conferences for business
meetings. Particularly if there are smaller sub-groups in which you are
interested. Make your voice heard. Make suggestions for future subjects.
Whether you're worried, offer your recommendations tentatively, just asking if
x or y is of interest. Small organizations are constantly on the lookout for
new members. At the very least, some of the individuals there will speak with
you later, and you'll have new connections with whom you may send a
nice-to-meet-you email. After two or three years of attendance, they'll speak
about you amongst themselves and contemplate appointing you chair of a panel or
a member of the board. This is a CV entry that will result in more contacts.
(With thanks to Oona Eisenstadt)
Attend activities hosted by your
department (for example, a lecture given by an out-of-town researcher).
Professors devote a significant amount of work to organizing activities for
graduate students. Attend the job interviews of the finalists if your
institution is looking for a new faculty member. You are free to do so! More
than that, you're urged to do so. Also, if the dissertation defense is open to
the whole department, attend it. You'll get a decent sense of the interpersonal
manners of different teachers in such circumstance.
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