My mother was diagnosed with bipolar disorder shortly after I was born, and shortly after her grandfather, who she loved deeply, suddenly died. As an adult, I can make sense of it: I can reason that the combined effects of grief and pregnancy on her body did something to bring to light an illness that had been latent; but when she told me when I was a child, I thought maybe if I hadn’t come along, my mom wouldn’t be sick.
Bipolar disorder is highly heritable, and both of my parents have diagnoses. I’ve known this for most of my life and I’d be lying if I said it didn’t scare me.
It has taken years for me to push back against all of the ableist rhetoric that society has shoved into me. The thought that depression was something I could just push through if I tried harder. The idea that if I went on medication I would lose myself, I would change. The notion that if I went to therapy I was weak. That I couldn’t seek services because then it would be official, I’d be crazy, and what’s worse than that?
And frankly it’s all utter bullshit—but it took years to deprogram.
As somewhat of a Luddite who still carries a flip phone, I’ve been surprised at how much I’ve been enjoying my experience on Twitter (which yes, hilariously I can only use from my desktop computer since I don’t have a smart phone). There are lots of blog posts about how scientists “should” use Twitter and get the “most” out of their time and energy on social media. But I want to focus on how graduate students and early career scholars who, like me, feel isolated and unsupported in a toxic lab situation can use Twitter* to their advantage. (Check out some of our previous posts on toxic labs and lab culturehere, here, and here.)
Connect with peers across the country
Actually, I should amend that to across the world. While you may be trapped at your desk analyzing data or writing your thesis, you can have real time conversations with fellow researchers all over. This seems like a cliché claim, but it’s true. It all depends on how you choose to reach out – just like networking in person. It’s been fun to have a small but eclectic group of people I converse with everyday, mostly other early career women scientists, even though we study wildly different things and live very far apart. We commiserate and celebrate milestones together – and if, like me, you don’t feel like you have a cheerleader for your accomplishments in your advisor or lab group, expanding your support network is a great feeling. Continue reading →
There have been plenty of times in life when I’ve had men assume that I don’t know what I’m doing or saying, and treat me accordingly. I’m mostly used to it when I go to a car shop to pick up oil, but have recently had it happen in one of the most egregious manners I’ve ever experienced within academia. Continue reading →
Toxic work environments – including lab environments – are bad for everyone. They are utterly destructive to those involved, to the rest of the lab, and to the PI. We have discussed toxic mentors, problematic advisors, and mentoring styles, with the goal of understanding how to identify toxic situations and how to survive and get out intact. These situations are especially despicable due to power imbalances between PI and trainee.
But what happens when it’s not the mentor but a trainee that is the major source of problems in the lab? . This is a very different issue from toxic PIs – there isn’t the same kind of power imbalance, and there is much more protection for the PI than there is for trainees. Nevertheless, a problematic individual in the lab can cause massive amounts of stress for both the PI and the other trainees in the lab. We don’t often talk about “toxic” trainees, or even “difficult” trainees, or trainees that are making everything more difficult for everyone. Perhaps we should. Continue reading →
While I was a grad student, I spent all of my time inside the details of my Ph.D. research program, focused almost exclusively on what the problem-of-the week was and trying to solve it. During my time as a post doc, I’ve found that not only do I need to continue solving the problem-of-the-week, but I also have to oversee a number of students and help them to solve their own problems-of-the week and provide projects for them that are appropriate to their skill levels that also challenge them intellectually. In essence, I’ve become middle management for our lab. Continue reading →