There are lots of articles about how older women feel invisible and how ageism affects women in the workplace.
My story is about how age and experience has helped me in my road to Full professor.
I entered graduate school more than a decade after I finished undergraduate school. I found a graduate program that was willing to take a chance on me, even though my undergraduate grades were only reasonable and I had not taken some of the standard courses or exams you might expect for my field. The program had a good number of women in it, and the department was actively recruiting women graduate students and faculty. They told me that they often prefer “older students” because they tend to be more focused and mature.
Once I arrived, I did see some of my graduate student friends struggling with the question of “why am I here?” and “did I just come to grad school because it was the next/obvious/easy step after undergrad?” I never really struggled with these issues. I was very focused and worked as hard as I could to get out in a reasonable amount of time. In the end, I finished my MS and PhD in about half the (tremendous amount of) time I had allotted myself.
Recently I have been promoted to full professor relatively few years. Continue reading
Many states issue “special wage certificates that allow employers to pay disabled workers according to productivity rather than hours worked.” Working under these rules, a disabled person can expect to make less than $4/hour. Some people think paying disabled people less is a good thing, as shown by this response when Maryland ended sub-minimum wages for disabled people:
If a worker is less productive, should they be paid less? This is not an abstract question for me.
I care a great deal about being a well-rounded person.
I didn’t get a lot of guidance about higher education while I was in high school, and I went off to college at a top institution without a lot of understanding of what possibilities existed. After I graduated, I made a really active decision not to go straight on to the next academic step. Part of this was uncertainty about what I wanted to do, but the other piece of this decision–and it was a big piece–was that I’d felt really sheltered. I’d spent my entire life in school. I didn’t really know what it was to be a “real” person. Continue reading
Less than a month into grad school, I had my first potential-PI meeting. The professor was a Nobel laureate, I’d spoken with him in writing a fellowship proposal, and I’d spent most of my summer envisioning myself in his lab. He was interested in the fact that I’d left industry to do my PhD, and wanted to know why.
I explained that I wanted to see the culture of science change. I wanted to work my way up and gain a position from which I could influence policy and make the scientific community more welcoming to folks from different backgrounds—more welcoming to people who looked like me, like my (Latin@) family, like my (queer, trans, low income) communities. And under all of this, of course, because I wanted to do science! But when I described my passion for change, the man looked at me across the table with disbelief and said, “That’s why you came to grad school?” Continue reading
Today’s guest post is by The Blundering Ecologist, a Ph.D. candidate at a research university in Canada. In addition to research, she is passionate about asking uncomfortable questions and learning the rules so that she can break them properly.
I can’t do this.
That was my only thought when my class professor told me on the first day of classes I had to list my M.Sc. supervisors as co-authors on all the work I submitted to his class. I anxiously took notes until class was over. Loitering in the hall, I waited until all the other students had left so that I could ask for his advice. Why was I supposed to list my M.Sc. supervisors as co-authors when they have not significantly contributed to my work?
“For my dissertation my PI was just like that. The whole four years I struggled alone and the last thing I wanted to do was put his name on my work. In the end, I didn’t have the guts to publish alone. It was just easier to put his name on it.”
“I can’t do that.”
“I mean, if I was you, and I had the [expletive] to do it I would go back and publish without him… Put him in the acknowledgements. That would really show his co-workers what kind of researcher he was.”
“But, for now?”
“For now, put their names on your work and keep your head down. He has complete control over your M.Sc. and the headache isn’t worth it… at least, not yet. Don’t make things difficult for yourself.”
One of my supervisors was an urban geographer (primary M.Sc. supervisor) at my university and the other an ornithologist (secondary M.Sc. supervisor) at a university in another city. My M.Sc. work was in Ecology and on mammals. My project was handed to my primary M.Sc. supervisor from the funding agency. The funding agency’s questions were clear and decisive, all I needed to do was the fieldwork, data collection, statistics, and interpret the results.
Twelve months later… Continue reading
I’ve known for a long time that accommodations are a Thing–that is, that they existed. About a year back, TSW had an excellent guest post on this very topic, outlining what sorts of accommodations exist, who qualifies for them, and some of the hurdles folks face in moving through the system. I hope for this post to serve more as a personal case study, to describe my experience in requesting accommodations for the first time, and to offer any insight I might have gained from the experience.
I’ve written a bit already about my mental health. As I mentioned in that post, I have pretty serious depression, but I’ve found a combination of therapy, medication, and physical activity that keep me pretty darn happy and stable. That said, though, most of my first year in grad school has been tougher than it needed to be due to my housing situation. Continue reading
At first shrug, this sounds like a simple question: when should you defend your dissertation, whether that’s MS or PhD (or other terminal degrees like MFA)? If you’re an advisor, when should you let your students defend?
The ‘right’ answer could be: when they’re ready. Of course! But the timing of that, in practice, is far more complicated. I strongly believe part of good mentoring is helping students move onto The Next Thing – whether that’s another degree, a postdoc, an academic job, a non-academic job, or something else. So the timing of students’ defense and graduation should help them get there.
What’s so complicated then? Lots of things. Continue reading