Happy International Women’s Day!
Are you supervising a female student? How do you create an academic culture of inclusivity (rather than isolation) for female students? In Australia, women are significantly more likely to be in caring roles, and to shoulder more responsibility for work in the home, with potential impact on study. Women are also more likely to experience sexual harassment at work. Here’s a test to check if you could be a “supervisor of choice for gender equality” (we have an Australian government citation available for “employer of choice for gender equality”). Do you:
- Know your university’s childcare provisions and insider info re waiting lists etc. inside out, so you can advise your students if necessary?
- Introduce all students to female academics as role models?
- Know school pick up times and holidays, and avoid scheduling meetings for those times, where relevant?
- Routinely suggest readings by female academics and theorists?
- Advise attending conference presentations led by female academics?
- Provide all students with readings re sexism in the academy?
- Direct all students, as a matter of course, to your institution’s web pages on equality and diversity.
- Consider how you can promote and support the voices of female students being heard in all possible fora, including faculty presentations, social media, peer support groups etc?
- Regularly update your knowledge of your university’s support for those in caring roles, for example for elderly parents?
- Foster representation of female academics on your walls, in your bookcase, in the citations of your own papers and articles and in the units you teach?
Some of these ideas are inspired by my involvement in Feminist Educators against Sexism: #FEAS. Follow at https://twitter.com/hashtag/feas?lang=en
How will I encourage my doctoral students to break out of the confines of the “conventional thesis”? How do other supervisors do this? And is it difficult for new supervisors to have the confidence to support students to be inventive? I wish I had read Creating scholartistry: Imagining the arts informed thesis or dissertation (2008) when I was a student, and I wish I had read it very early on. I would like to have physical versions handy, for browsing with students, of varied theses, like Daria Loi’s which is a suitcase, or Wayne Sellers’, which is drawn, in landscape format, or my own, which explodes between chapters, with photographs taken by a professional photographer. I remember the terror involved in refusing to comply with the university’s requirement that the thesis title page could not contain an image. I would like to welcome the idea that every thesis is unique, not only in theoretical conceptualisation and method, but in material, visual and structural shape, all informed by theory. To which examples do you direct your students, and when, if you basically want to blow apart rigid expectations?
What is the song you recommend students watch or listen to, when things get tough? Is there something you turned to, over and over again, that helped get you through when you were a student yourself? I am wondering how supervisors share very personal cultural aspects of their own doctoral experience with students.
A blog I loved called University of Lies recommended Travis’ ‘Sing’, just as a great song, but I think it makes a wonderful allegory for seeking admission to the academy through the doctoral process. If you watch it with this in mind, and see the octopus as your thesis, it is very, very funny: https://www.youtube.com/watch?v=eYO1-gGWJyo ‘For the love you bring, won’t mean a thing unless you sing, sing, sing, sing’ ie. ‘finish, finish, finish’, and/or ‘publish, publish, publish’. I watched this daily at some stages of writing my thesis to stave off despair! Such a hilarious and accurate picture of the shenanigans of academia, academic publishing, peer review, collegial relationships etc. Could also be useful when talking to later stage students about what postdoctoral work in a university is actually like. Do supervisors do enough of this?
Sometimes doctoral supervision is referred to as thesis supervision. While this takes the focus of surveillance off the student, there is always a risk that the production of the thesis comes to dominate the supervisory relationship. A doctoral supervisor needs to be much more than a text editor: supervisor and student are really co-designers of an evolving career, with the student’s future like a sheet of paper laid out before them. Actually, it’s not a blank sheet, as in the image above. It’s full of all the life experiences that both participants bring to the relationship.
If a doctorate is truly an apprenticeship for an academic career, then writing a thesis is a bizarre hurdle, as no academic ever has to write a thesis again, unless heroic enough to take on another doctorate. A supervisor needs to learn with the candidate, as they study together, about features of academic life as varied as complying with journal styles, using social media to develop a profile and giving presentations. How can students and supervisors explicitly broaden the parameters of what constitutes supervision? How does the enormity of this relationship, and the impact it can have on a student’s career, feature in initial conversations around supervision?
Prior to becoming an academic, after a series of jobs with terrible managers, I had a job interview in the office of someone who had books about management on her shelf. She really thought about how to be a good manager, and she was, as I found out. I’m sure this isn’t a foolproof way to pick a boss, but it worked for me! I don’t think you can just be a good PhD supervisor, just as it’s pretty unlikely you could just be a good teacher, without thinking deeply about how theory and practice work together.
So what books do I have on my bookshelf, or saved on my computer, about doctoral supervision? Actually, this would be a good question for students interviewing a potential supervisor: what’s your favourite book on doctoral supervision? Mine is Helping doctoral students write: Pedagogies for supervision, by Barbara Kamler and Pat Thomson (Routledge, 2014). I read this book as a PhD student, in an earlier edition, and it was like having these two very experienced and insightful supervisors added to my supervisory panel! I love how this book describes the identity work of becoming an academic, rather than taking a box-ticking approach to thesis requirements. What would your answer be, if a student asked you this question? I look forward to expanding my library!
A student told me recently about a fantastic supervisor who, when she orders herself new business cards, orders cards for all her PhD students at the same time. This tiny anecdote sums up, for me, how a truly collegial supervisor would reinforce, for students, that they are already early career researchers themselves, already within the academy, and doing all the things academics do, like meeting people, talking, sharing ideas, following up and forwarding resources. These students are colleagues, not acolytes in quarantine prior to inoculation by thesis examination. Business cards too business-y? Networking? Ugh? I still think this senior supervisor is thinking pedagogically about growing her students’ academic confidence and welcoming them into her team. Do readers have their own similar anecdotes?
A supervisor is ‘a person who directs and oversees the work of a postgraduate research student’ according to the Oxford Dictionary. The Latin ‘super’ positions the supervisor above the student and the ‘visor’ is all about seeing… so is that why becoming a PhD supervisor feels like being an acrobat? You’ve got to climb out from under, as a recent student yourself, and find a place to balance on top, even if this isn’t what you feel comfortable with. The etymology of ‘supervisor’ insists. Plus the grammar of the verb ‘supervise’ has you doing the action. Your student is defined by the passive voice, ‘being supervised’ by you.
This blog is all about the acrobatics of becoming a PhD supervisor, especially for those who would rather research beside their students, not on top of them. Every new supervisor must find a unique way of negotiating the role’s positionality, as part of becoming an academic. Where do you understand yourself to be in relation to your students?