Performative allyship isn’t what I need from you, white men.

Hi all, your favorite sunflower is here with a quick reminder: performative allyship is not what we need from you. I am mostly directing this at white men in academia, because in my experience a lot of y’all are into allyship, just not principally because it is a good thing to do. What you want is the cookies associated with good allyship: namely, that it looks really good in your tenure packet and on grants when you serve on committees or perform other soft-skill heavy community actions on behalf of the university, for the sake of “diversity”. Additionally, a lot of you use performative allyship as a honeypot to attract underrepresented students, regardless of whether or not you are actually capable of mentoring these students. Unfortunately, underrepresented minorities in the sciences are not bakeries and our lives don’t exist to dispense you ego cookies–we exist regardless of whether or not it dawns on you that service towards URMs is good for your pretenure review packet. Continue reading


Why you’re a bad teacher

It’s back to school time y’all and Dr. Raptor is here to tell you why you’re bad at teaching (and what you can do about it).

OK so maybe you aren’t a bad teacher, but I’m sure you know some folks in academia who are. Even if you’ve got some great teaching chops, I’m here to talk about why most of us could still be doing better. And don’t lie, my click-bait title reeled you in, right?! Right?! (call me, Buzzfeed)

Top 4 Reasons You’re Bad at Teaching

  1. Your education did not involve any training or coursework in teaching, you TA’d a few classes in grad school but other than that you’re just winging it.
  2. Your tenure/promotion/next job depends on student reviews of your teaching, so you teach in a way that makes students feel good about themselves, instead of in a way that best enables their learning
  3. You ignore research on education and learning in your discipline or don’t even know it exists; or you do know it exists and don’t use it because it takes too much time and effort to change your classes.
  4. You don’t really care or don’t have the energy/time to care because your institution doesn’t care or actively dissuades you from caring.

OK so now that we’ve got the main reasons you suck at teaching, let’s unpack them! Weeee!!!

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survival and activism in academia

Hi all, it’s your favorite sunflowering baddie, and I’m here to quickly let y’all know that activism and survival in academia are not mutually exclusive. It is not necessary to pick one over the other, and the fact that a lot of (old, white, male) folks in academia are insisting that you do so should tell you all you need to know.

I’m talking about this right now, in brief, because of a conversation I had this morning with my advisor about whether or not my significant branding within the institutions I participate in dilutes my science. My advisor argued that I needed to maybe begin toning it down, because what I needed right now is science publications and not Internet notoriety for having loud opinions.

To me, this conversation is wild because the entire reason I had enough clout in the ecological community as a whole to even get into graduate school was because my activism gave me the voice and space I needed to be able to do science. As a first-year student at a PWI, I needed not only to speak up to advocate for myself and my ability to do science; but I also needed allies willing to hear me out and create a space with me. This was the only way I could craft my eventual science persona as a biogeochemist, and the fact that I do advocate for justice in STEM shouldn’t detract from my actual scientific work. Think about it: for what other extracurricular activity could you be shamed for in this way? No one says that someone’s knitting habit detracts from their ability to be an amazing bird ecologist; so why does my social justice activism define my ability to use a thermal conversion elemental analyzer and write about it?

In truth, the reason white women and POC (especially qtWOC) get flak for their activism is because it makes the gatekeepers of power uncomfortable. If we are constantly clamoring for change while tossing around additional weight of our science, it throws into disarray a lot of the dogma that white academia has clung to for so long–namely, that science is an apolitical meritocracy. If URMs point out that our strength in the sciences is in spite of the machinations of an academia made for white men, it forces those white men to reconsider their existence in the system. This is uncomfortable, and it should be. White men have never needed to fight for their humanity in a system meant to exclude them; the idea that they’ve gotten along not just because of their science (stellar or not) but because of a system functionally built to value them (the person) is scary. Which, welcome to the world of URMs–where we constantly juggle the micro and macroaggressions of the people around us just to be able to do the science that should be buying us a seat at the table.

Believe you me, there is nothing I would’ve liked better for me to only talk about my love of carbon cycling and the root-soil interface. I wish every day that I was in a position where my academic life functioned only as a vehicle for my science. Unfortunately, my existence as a queer first gen Latinx means my entire existence in academia is mediated through the intersections of my race, orientation, and class status. Academia does not exist in a vacuum: and is just as affected by the society it exists within as academia affects the society it is part of. The current way academia is run, I have no choice but to to amazing science but also incredible amounts of activism. It the only way I survived to this point. For a lot of URM’s, there comes a point in our lives where simply staying silent endangers us more than making noise does. I lived a lot of my undergraduate years trying to sit silently by, eating the injustices done to me by white academics who constantly discounted my science and my mind because of my ethnicity and gender presentation. All it did was leave me at the end of a jetty at a Famous Biological Lab, debating whether or not I should just leave science or leave this world entirely.

In the end, I am still here in academia because I spoke up: I spoke up about my science, and I spoke up about the injustices done to people of color who just wanted to do science. Through both sets of being active, I was able to find the people I now call my mentors and friends; and the people who ended up writing my letters of rec to get me into graduate school. The day that academia lets URM’s thrive without the constant slam of micro|macro|aggressions and harassment, the day that kids who look like me don’t have to buy their humanity by overworking themselves or hyperactivism; on that day where students of color can go into academia with the same expectations placed on them (and same benefits given to them) as their white peers,

On that day, I will finally shut up about social justice and do nothing but run the thermal combustion elemental analyzer and write about the soil-root interface.

Until then,


Some problems with that productivity paper

Last month a study was released* by Yana Gellen** of the Becker Friedman Institute for Economics at The University of Chicago, “Motherhood and the Gender Productivity Gap.”

Some outlets, like the American Enterprise Institute and Wall Street Journal, have jumped onto the study and claimed this is the reason that working mothers don’t earn as much as men – they aren’t working as much or as productively.  But does the study really show that?  And what does all this mean for working mothers in the academy?

Does this study prove that mothers are less productive?

In short, no.  Digging into the methods – there are some major problems with how this study was done.
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We’re all colleagues: On toughness, labor, and respect

The absence of external validation or positive feedback. Long, often grueling hours. The uncertainty of promotion. The lack of a regular schedule. The physical toll of working in the field. The fact that your work isn’t valued — and is even the butt of public jokes! The physical and emotional abuse by people who have power over you and your job security. Entitled, demeaning comments about your appearance. The expectation that you go above and beyond to perform emotional labor. The expectation that you spend personal money on things you can’t afford, just to get by. Soul-draining busy-work and morale-busting red tape. Crap pay.  The inability to just leave everything at the door. The expectation that you be constantly available. This job can be really, really hard.

I’m going to bet dollars to donuts you thought I was talking about academic jobs.

I wasn’t.
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What do students really get out of REU’s?

Hello. I’m a freshly pressed Bachelor’s in A Hard Science and I’m new here to Tenure, She Wrote. I’m here to provide some fresh perspective from the smol side of academia–namely, how my experiences in undergrad have shown me what we need to change in Everyday Academia.

I’m here to share some stories about everyone’s favorite Thing That Looks CV Impressive–the REU.


REU’s (Research Experience for Undergrads) are typically touted as these absolutely amazing internships–the Rolls Royces of summer research. Us students supposedly get good (for students) salary, amazing mentorship, and the chance to come into our own as researchers by doing our own projects away from a home institution.

As someone who has been through two REU’s and an international exchange, let me tell you how much that isn’t true. Continue reading

Where the Overrepresented are Underrepresented

Hi everyone! I’m excited to be back at Tenure, She Wrote. I’ve spent my time away from the site using a lot of the advice written here and am very excited to be able to come back to the blog as a new Assistant Professor!

Over the course of my first year in my new job, there have been a lot of opportunities for me to learn more about pedagogy and evidence-based techniques for teaching students in STEM. I went to quite a few of these, since the thought of teaching had me feeling like I’ve been thrown to the wolves. I understand that’s a common experience, especially since many of us spend most of the previous ~decade doing research first as a grad student then as a post doc without learning terribly much on how to effectively teach students.

chairs classroom college desks

Photo by Pixabay on

From the very first one I attended, what really stood out to me was how not-alone I was. In my field, men outnumber women by about 10:1, and I’ve been on experiments where I’m the only woman on the team. The statistics are even worse for minority and marginalized groups, and being a queer and trans woman meant I was it for most of my entire career. But a quick head count at all of these events for new professors revealed the same thing over and over: There’s a far higher percentage of women, people of color, and LGBT people who attend STEM education workshops and conferences than any place within the rest of my field.

Being a scientist, I started with counting the obvious. Using names of attendees to attempt to estimate gender percentages is a very imperfect method, but I started seeing ratios that were 3x, 4x, and higher at these STEM education events than the general population in my field, and even just within my own department. At the most recent event, I was even one of three (!!!) trans professors who attended.

I never thought I’d ask this about something science related, but the question that has been on my mind as I go to each of these is: Where are all the straight white men?

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