Q: I’m starting a tenure track position at an R1 university in the fall. I’ve been interested in doing this bootcamp [name of organization withheld] for new faculty. Is a program like this is a good investment of time/money for new faculty? I have $10,000 in start-up funds. Should I use some of my start-up money on a program like this? Should I ask my Dean for additional funding to do this? I am a woman of color and I don’t want to start off seeming like I need extra coaching (but I feel like I do!).
First, congratulations on the new position! Best wishes as you move ahead into the next stage of your career.
Regarding your question, the HC does not want to endorse or promote any specific organization. So – we will provide a bit of general advice. Being successful as a professor at an R1 institution requires that you set long-term goals in terms of productivity. However, you must also have a viable short-term strategy for achieving those long-term objectives. “Bootcamps” and “writers’ groups/workshop” can be helpful because they provide a structure that compels you to meet short-term goals that will help you achieve your long-term objectives. They also provide both the accountability and support that comes with group membership.
If you think that membership in such a group would be helpful to you, by all means, go for it! Try it for a year, and if you don’t think it is useful, you can simply opt out. If you can demonstrate (after a few years) that membership in this organization has made you a more productive scholar, then you should ask your Dean to invest in your continued success by providing some additional resources for membership in future years. This approach should allay your concerns about seeming like you need “extra coaching” from day one. Alternatively, you could your ask your Dean to invest in an institutional membership so that other scholars at your institution can enjoy access to the same resources that have helped you be productive!
Q: I’m a grad student in sociology, particularly in economic sociology. I know that publications are valued . . . but how much does it matter? If I have a job market paper (or another paper) that the evaluating department thinks is a great paper, definitely publishable, is it same as having a published paper? . . . . [A]re all papers, whether published or not, purely judged based on their merit?
It is true that research departments rely heavily upon publications as a screen in hiring. Publications help reduce uncertainty in hiring because past success is typically the best predictor of future success. Some job applicants submit great not-yet-published papers that are overlooked by hiring committees, which may seem unfair. However, it is important to recognize that publication decisions are largely driven by the judgments of reviewers who are specialists within subfields. If you publish an economic sociology paper in AJS, a department can reasonably infer that experts in economic sociology found your paper to be rigorous and important. Those of us who are not economic sociologists (i.e., the majority of faculty on most hiring committees) have a much more difficult time judging the quality of your unpublished work, and that’s why publications are such a useful signal in hiring.
Q: WHAT IS THE SIGNIFICANCE OF HIDDEN CURRICULUM?
In education research, the “hidden curriculum” refers to the implicit lessons about social life that children learn in school. While the “manifest curriculum” focuses on tangible skills and specific academic content (e.g., the 3R’s), the “hidden curriculum” teaches students about society’s norm, roles, and expectations. Bowles and Gintis famously argued that the hidden curriculum of schools corresponds to the capitalist order: children who are destined for work as white collar professionals learn different lessons about social roles and expectations than children who enter the working class.
We chose “The Hidden Curriculum” as the name for our blog because we believe that many of the most important lessons about having a successful academic career are never formally taught in graduate school. Indeed, we think the “hidden curriculum” of academic life is much more opaque than K-12 schooling because there is so much that is invisible to newcomers and outside of their direct experience. Advising and mentoring is incredibly important in socializing and “professionalizing” young scholars, but it is wildly uneven both between and within departments. Our goal is to level the playing field, and ensure that aspiring graduate students and junior faculty who read our blog have equal access to and knowledge of the “unwritten rules” required to be successful. Sadly, some people will fail in this business, but no one should fail because they didn’t master the hidden curriculum.