Suchergebnisse

How do you choose which universities to apply for? How do you navigate political science departmental norms and expectations? What are your job prospects as an international student in the U.S? These are a handful of questions that countless international political science graduate students – prospective, pre-candidacy, and post-candidacy – will need to consider at some point. There may also be language, cultural, and financial barriers to achieving a graduate degree in political science. Thus, this chapter is designed to provide helpful information to navigate these concerns.
This manuscript is part of Strategies for Navigating Graduate School and Beyond, a forthcoming volume for those interested in pursuing graduate education in political science (Fall 2022 publication)

The battle for graduate students' rights to unionize, as viewed by the graduate students at New York U forming the first student union at a private university against the political & legal opposition of every elite university, demonstrates the degree to which universities have left the community of scholars model to become big corporations. Graduate students, while providing low-cost manpower for universities, find themselves increasingly unemployable, since the position of junior faculty member is more expensive than using new graduate students for those duties. Placing the bulk of the teaching load on the low-paid graduate students; seeing potential profits from pharmaceutical, technology, & biotech patents using graduate student research; facing the emerging market of distance learning, which would use elite lecturers, but employ graduate students for the online interactions; administrators have been motivated to grasp for Orwellian schemes to disempower the very people the university is supposed to be educating. L. A. Hoffman

Abstract: A small body of mentoring literature exists, but how mentoring relates to feminist supervision of graduate students has not been explicitly addressed. Because mentoring typically socializes individuals into a preexisting structure that feminist scholars may be challenging, critiquing, and attempting to change, important considerations arise for feminist mentoring. Three established feminist educators' stories of mentoring are presented. Commonalities and concerns are identified, and implications for graduate pedagogy are presented.

Case name: Sutton v. Stony Brook University, et al., No. 18‐CV‐7434 (E.D. N.Y. 11/05/20).

Case name: Darr v. Michigan State University, et al., No. 1:19‐cv‐412 (W.D. Mich. 08/17/20).