By Tamekia Wilkins, Aisha Griffith, Latesha Washington, and Joanna Wu

Entry into graduate school does not always begin on the same starting line for all students. Graduate students come with a multitude of experiences and identities that stagger these positions of beginning. In particular, graduate students of color face the challenge of determining ways to negotiate their positionality.  Graduate students, regardless of their role as a student, a teacher, or researcher, are all positioned.  We are positioned by our age, gender, race, class, institutional affiliation, historical conditions, and intellectual predisposition (Chiseri-Strater, 1996).  The extent and meaning of our position-location is revealed by circumstance. Such negotiation is significant when entering a predominantly white institution (PWI).

We are four female graduate students of color in the Social Sciences at a predominantly white university. From our years in graduate school we have recognized how our position within the larger society affects our academic experiences and relationships. It is important to explore the intersections of race and class with these experiences in graduate school. In this article, we speak to issues of “representing” for a racial group within graduate seminars, dialoguing about complex racial issues as a teaching assistant (TA), negotiating privilege in research teams, and assumptions tied to being within an academic environment. More specifically, the purpose of this paper is to highlight these significant experiences through scenarios that have repeatedly cropped up throughout our graduate school time.

The Scenarios

These scenarios are a composite of our significant experiences during our graduate career that showcase how multiple starting lines are revealed in the traditional roles that graduate students occupy.  Through first-hand accounts of our experiences it is our goal to continue discussion around race and class in academia.  Often, it seems that challenging scenarios tied to race are discussed in small groups among minorities.  By presenting scenarios loosely based on our own experiences it is our hope to continue these discussions in the larger group, at both the university and departmental levels. Through the chosen scenarios we make an effort to clearly link strategies (e.g., support networks, mentorships) that we have found to help us to better navigate the academy in an effort to aid the success of new graduate students at the starting line.  Finally, we offer information regarding an initiative that we have begun at our university.  It should be noted that pseudonyms are used and any specific identifying information has been changed for each scenario.

Scenario 1: Eun in the Graduate Seminar [1]

Eun is the only student of color in her graduate seminar. Discussion in class seemed to be going well with everyone actively engaged. So much so that it was sometimes hard for Eun to comment with so many people trying to speak at once. Then, all of a sudden, the room went quiet and all eyes were on Eun. A question had been fielded by the professor that specifically addressed an event that occurred with Chinese Americans. Eun is Korean American. As the only Asian American in the room, the professor specifically called on her to respond. Caught off guard, Eun was not sure what to do in this situation.

Although the professor has specifically asked the one Asian American in the class to respond, students should not feel pressured to serve as the spokesperson for their entire racial or ethnic minority group. Similar to undergraduate classrooms at PWIs, there are few minority students in graduate seminars. Likewise, microaggressions are played out in these classes as well. Microaggressions are everyday occurrences, in which people of color receive messages that are negative and often insulting because of their belonging to a racial minority group (Sue et al. 72). One particular microaggression minority students are likely to face is representation of their entire racial group. That is, whenever a question arises regarding the students’ race, or their assumed race/ethnicity, he or she is looked upon to provide the “correct” response. How to handle microaggressions in a manner that does not make the student appear as the “angry minority” can be difficult, especially when the student is caught off-guard. In such situations, a response can begin with, “While I cannot speak for the entire X race I think…” or one may decide to not answer the question and suggest that it might be interesting to hear what others have to say. After class, or in the next few days, the issue can be addressed upon reflection about how to approach the situation. For example, would it be best to discuss this with the professor in private? Can the topic of representation be spoken to indirectly through an example in the next seminar? Would it be better to discuss with another graduate student first?

Scenario 2: Nikki, the Teaching Assistant

Nikki, an African American teaching assistant for “American Families in the 21st Century,” is excited about discussing an article assigned for students to read. Although not the primary theme, the article suggests the impact of white privilege on everyday experiences of Latino immigrant families. She anticipates a fruitful discussion, but two hours later Nikki is disappointed that the group was so silent. Later that day, she is perplexed that her White co-TA, Susan, described having a dynamic conversation on different opinions around the validity of the concept of white privilege and regarding recent issues surrounding U.S. immigration. 

One of the common funding sources for graduate students is a teaching assistantship (TA-ship). Thus it is important that minority TAs at PWIs prepare themselves for a number of dilemmas that may occur. First, it may be a challenge to engage in meaningful academic conversations with undergraduate students about topics connected to identities, particularly topics that are superficially or uncomfortably discussed in the larger American discourse.  TAs, especially minority TAs, should remember that interactions in Discussion Sections are neither in a vacuum nor disconnected from the participants’ identities, backgrounds, and experiences. This is true for both the undergraduates participating in the discussion as well as the TA facilitating it.  For many undergraduate students college is their first opportunity to interact with diverse groups and complex ideas. Additionally, it can be difficult for  the minority TA to handle situations when aspects of minorities are stereotyped, discussed in a superficial manner, or, as with Nikki’s section, appear to be avoided altogether by students.

Although minority TAs face challenges similar to those facing minority professors, they are likely to face additional levels of difficulty that are associated with being in the position of a TA.  Research shows that minority professors are more likely to have their intelligence and credentials challenged by students in comparison to their White colleagues (Harlow 351) which is likely to be true  for the minority TA as well. Additionally, the TA has less authority classroom and the TA may lack confidence in the classroom because they do not have the credentials associated with being a professor, may be teaching a topic for the first time, and may be close in age to the undergraduates.  These challenges are amplified when one is also grappling with issues relevant to race or ethnic identity that one feels strongly about.  How does the TA foster critical thinking amongst predominantly white undergraduate students on issues of race and ethnicity? How can this be done without creating the perception of consistently trying to dispute or disprove undergraduate students’ opinions? How does the TA create a safe space for both the students and the TA to share honest opinions and engage in productive discussions about issues on race and ethnicity that is clearly found in the academic work being examined?

These are issues graduate student TAs can consider discussing with mentors in their department or in workshops at the university’s teaching center.  Talking to professors of graduate seminars who seem talented at facilitating such discussions and confiding in minority professors teaching undergraduate courses about personal experiences can be useful for identifying teaching techniques.  If a TA is uncomfortable making appointments with professors in the department, a university teaching center workshop on facilitating discussions would be an appropriate space to allude to such challenges.

Scenario 3: Whitney and the Research Team

Whitney is a member of a university research team conducting a study about African American women who have been through the criminal justice system. However, as Whitney engages in conversations, attends research meetings, and makes arrangements to engage with participants, she has realized that there are many characteristics of her research team that pose as  barriers for conducting research with her population of interest and more importantly, to meeting the needs of the marginalized women whom she studies. The project director, a White female, often indicates that Whitney is an exception (“a good Black person”) to her overarching stigmatizing view of Blacks. Whitney becomes angry and frustrated that the researchers she had come to work with are not sensitive to issues of the very people that they should be advocating for. She feels personally attacked by her project director, and struggles with whether or not her journey to graduate school was worth the fight.

What Whitney is experiencing is typical of many graduate students of color from low income neighborhoods. On one hand, many students of color from low income neighborhoods feel that they are perceived to have “overcome” the detriments of living in poverty and the social stereotypes that accompany that identity, including low academic achievement and ultimately, ranking at the bottom of the social class ladder. On the other hand, as in Whitney’s situation, other graduate students may be classified as the prototypical “success” of their racial group because they attend a university. Further, many students are frustrated with others’ belief that it is impossible for oneself to have been raised in such trying conditions, but to sit in the same classroom, speak the same rhetoric, and ultimately obtain a career in the same occupation as their  counterparts. Hearing what others have to say about their community, whether negative or positive, can be enlightening for graduate students of color, especially in the event that race, ethnicity, and social class are considered parallel. It can also be very frustrating when what one views as a “misperception” is carried by colleagues, people who we may see as experts in the field. Remember, it is important to speak out and contribute one’s expertise and personal narratives in considering what may be informative. In addition, it is important to address, in a professional manner, offensive stereotypes and assumptions.

Scenario 4: Nina and the Holidays at Home

Nina is a first-generation Chicana college student. She has now just completed her first semester of graduate school. Christmas vacation has begun and, like many students she is excited to return home to celebrate the holidays with her friends and family. Once home, she begins to get a different vibe from some of her loved ones. The connection she once had with them is just not the same. Some of her friends suggest to her that she acts different and makes the comment that, “You think that you’re better than everybody else just because you’re in grad school getting that Ph.D.” Even more, some of her family members make similar comments. As a result, Nina finds herself excluded from conversation and when included, she does not want to comment so that she does not come off as “bougie” (colloquial for bourgeoisie). However, Nina does not see herself as different, but how does she communicate to those around her that she is the same Nina they knew prior to her leaving to pursue her doctorate degree?

The pursuit of a degree in higher education may alter students’ relationships with people outside of academia. As in Nina’s situation, old friends, acquaintances and even minority students’ own family members may begin to see them as different, especially if they have had little experience with higher education. Because higher education is often associated with the White middle class, to them it may seem that students have taken on these values and are now “acting White.” This situation may cause racial minority students to feel uncomfortable and may even cause them to question their efforts towards a higher degree. To overcome this issue it is important that students know why they are pursuing the degree. Rejection from close family and friends may cause them to rethink their academic goals, but fully understanding the significance of why they are in academia can be a constant motivator.  That way, they will be able to, without a doubt, move forward in their career goals. In addition, minority students can try to maintain open communication with those closest to them about their goals and familiarize them with the benefits of the world of academia. This is why it is important to develop relationships with other minority graduate students since they may be able to identify with this situation.

Key Strategies to Managing Graduate School 

While each of the scenarios presented here can be difficult to handle, there are various strategies that students of color can use to work through these situations. Two of the strategies that we have found to be most beneficial are: 1.) developing a support network and, 2.) building a mentoring relationship with professors. Both of these strategies are discussed in greater detail below.

Strategy 1: Developing a Peer Support Network 

In each scenario, building a support network with other students of color is important since they may also share these experiences. However, for most, entrance into graduate school creates a different lifestyle. Graduate students are busy with coursework, teaching and research assignments, etc. Therefore, the time to get out and connect with other graduate students may be limited.  However, graduate students’ ability to identify peers with a similar background can make their time in graduate school a better place.  Thus, interaction with other minority peers has multiple benefits. To name a few, peers can serve as a support group when students encounter microaggressions in the classroom as well as alert them to internal and external resources available for minority students.

Overall, the percentage of minority students attending graduate school and earning the Ph.D. is quite small.  For example, African Americans make up less than four percent of earned doctoral degrees annually (Drewry, 1993).  Although few in number, it is possible to network with other students of color. We have found that the best way to do so is to become involved in graduate student organizations (GSO) that are specifically designed to meet the needs of minority students.  As with Eun and Nikki, involvement in a GSO can provide a safe space for discussing issues of race relations in the classroom.  Further, incoming students may be alerted to these happenings before they actually experience them for themselves through involvement in GSO’s given that it is their goal to help students navigate the university and departments, be successful and persist in their studies.  This is important because students who are aware tend to be better able to cope with negative experiences than students who are unaware.  Also, aware students understand that they are not alone whereas unaware students may feel that they are the only person this has happened to.  In addition to making students aware of possible classroom experiences, GSO’s offer students the opportunity to build connections with individual students who have experienced a particular issue and can communicate with them one on one in order to learn how to effectively move forward when dealing and coping. Some departments have minority GSO’s.  Even more, there are organizations available at the university level that welcomes students from across campus.  So, even if minority students join a departmental GSO, we would also recommend participation in the larger student organizations.  That way, students can identify peers in other departments, which may offer the opportunity for collaboration on research projects, etc.  Additionally, minority students should look to see if their university offers summer programs that would allow them to “begin graduate school early.”  These programs are helpful because they allow students to become acclimated to the university prior to taking on a full load of coursework.  Even more, it provides the opportunity for students to begin building important social networks with other minorities.

Strategy 2: Building a Mentoring Relationship 

Mentoring relationships, formal or informal, during graduate school are important in motivating students to continue in their doctoral program.  These relationships can serve to integrate the student into the department and provide lasting professional and social networks that can aid them in future work placements and/or research projects.  This dynamic relationship can vary across interaction, topic subjects, and duration.  Additionally, mentors provide psychological and developmental benefits (Ragins, Cotton, and Miller 1186).  From the scenarios presented in this article each of the students could benefit from a mentor in some way.  For example, guidance from a faculty mentor could help Whitney communicate her feelings to the project director who stereotypes Black people.  Because faculty members collaborate on projects and interact with one another on other occasions it is possible that Whitney’s mentor may have some insight on how to approach this particular director.

However, students of color have often cited a lack of mentoring relationships (Davidson and Foster-Johnson 550).  The conditions that result in this low degree of mentoring support are often intersected with difficulty in finding a mentor of similar backgrounds and having few opportunities to work or learn from professors of color.  In addition, studies have found that there is low cultural awareness and skill when addressing race and gender issues within a mentor-graduate student relationship (Davidson and Foster-Johnson 550).

Creating an Atmosphere for Dialogue

These examples serve as a springboard for new minority students to engage in discussions with advanced graduate students and professors surrounding race and class in academia. Because these issues and strategies are especially salient for us, we are currently creating a workshop series at our own university that focuses on the minority graduate student experience, particularly as it relates to negotiating positionality within the academy. We hope these workshops will shed light on challenges of the academy to adequately address these unique issues. Further, we seek to connect graduate students who are often isolated in various disciplines across a large campus. Together, we aim to cultivate an academic environment where such discussions are commonplace.

[1] All names used in the scenarios are pseudonyms.

Works Cited

Chiseri-Strater, Elizabeth. “Turning Upon Ourselves: Positionality, Subjectivity and Reflexivity.”  Ethics and Representation in Qualitative Studies of Literacy. Eds. Peter Mortensen and Gesa Kirsch. Urbana: National Council of Teachers of English, 1996. 115-132. Print.

Davidson, Martin N. and Lynn Foster-Johnson. “Mentoring in the Preparation of Graduate Students of Color.” Review of Educational Research 71 (2001):549-574. Print.

Drewry, Henry. The Mellon Minority Undergraduate Fellowship Program.  The Andrew W. Mellon Foundation, 1993.  Web 20 September 2011.

Harlow, Roxana. “Race Doesn’t Matter but…: The Effect of Race on Professors’ Experiences and Emotion Management in the Undergraduate College Classroom.” Social Psychology Quarterly 66 (2003): 348-363. Print.

Ragins, Belle Rose, Cotton, John L., and Janice S. Miller. “Marginal Mentoring: The Effects of Type of Mentor, Quality of Relationship, and Program Design on Work and Career Attitudes.” The Academy Management Journal 43 (2000):1177-1194. Print.

Wing Sue, Derald, et al. “Racial Microaggressions and the Asian American Experience.” Cultural Diversity and Ethnic Minority Psychology 13 (2007):72-81. Print.