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25 Lessons From Grad School That Weren’t (Totally) True

Source: PhD Comics

Halfway through my second-year on the tenure-track, I see that I am faced with another important moment in shaping my career.  Though I effectively proved that I am an independent scholar through the grueling process of completing a dissertation, I still face the challenge of defining my career for myself.  The training wheels are off.  It seems, however, that the task of professional self-definition is a more salient and intense process for me because I intend to carve out my own path — one that prioritizes difference-making, health, happiness, and authenticity.

Just after one year in my job, I have stumbled across lessons I learned in graduate school that were exaggerated, completely false, or overly-simplistic.  It appears one necessary step of my journey toward a self-defined career as a teacher-scholar-advocate is to unlearn, or at least contexualize, such lessons.  Here are 25 lessons that I have identified as problematic or untrue.

  1. The only fulfilling career path in academia is a tenure-track (and eventually tenured) faculty position at a research I university.
  2. One goes where the job isPeriod.
  3. All new (qualified) PhDs get (and want) tenure-track jobs.
  4. People who do not complete graduate school are weak, stupid, or uncommitted.
  5. You must attend the big, national, and/or mainstream conference in your discipline in order to succeed.
  6. Academia and activism do not mix.
  7. Service should be avoided, and never includes community service.
  8. One only becomes relevant through publishing a lot in the top journal of one’s field.
  9. Teaching is not as important as research.  Really, we do it just to get paid.
  10. Academia is an equal opportunity institution.
  11. Higher education is filled with liberal-minded, social justice-oriented people.
  12. Objectivity exists and is the ideal approach for research and teaching.
  13. The rankings of universities are an ideal indicator for quality of training.
  14. Quantitative methods are better than qualitative methods.  Can the latter even be trusted?
  15. One should wait until they are an “expert” to blog or advance other forms of public scholarship.
  16. Homophobia no longer exists in academia.
  17. Black people are more likely than white people to get tenure-track jobs — because they’re Black.
  18. Graduate programs are concerned with the health and well-being of their students.
  19. If you do not love graduate school, you will hate being a professor.
  20. Race, gender, and sexuality are narrow areas of research.
  21. Peer-review is 100% anonymous.
  22. No one will get mad at you for blogging.
  23. Breaks during the academic year are just opportunities to get ahead on research.
  24. Grad students’ opinions matter in the major functions of the department.
  25. Sexual harassment does not occur in academia.

Still An “Outsider Within” In Academia

Around the time of my birth, Black feminist sociologist Patricia Hill Collins began writing, and ultimately publishing, an essay on being an “outsider within” sociology.  In her 1986 piece, “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought,” Collins writes about the difficulties Black women scholars — specifically sociologists — face in reconciling their personal experiences, identities, values, and perspectives with those that dominate academia.  In particular, “to become sociological insiders, Black women must assimilate a standpoint that is quite different from their own” (p. 49).  Almost 30 years later, I struggle with similar challenges at the beginning of my academic career.

In graduate school, I learned several harsh lessons about what was entailed in being a good scholar:

  • Academia and activism do not mix.  And, one of the primary aims of academic professional socialization is to “beat the activist” out of you.
  • Good researchers do not simply study oppressed populations.  Rather, one adopts a valued, mainstream framework (e.g., social psychology, medical sociology), and just happens to focus on a particular community or population.  Studying race, or gender, or sexuality, or *gasp* the intersections among them are deemed “narrow” research interests.
  • Qualitative methods, particularly approaches that give voice to and empower oppressed communities, are devalued relative to quantitative approaches.
  • Good research is objective.  One should not even write in the first person in articles and books!

I bucked at the pressure to “go R1.”  I publicly declared I would not put another day of my life on hold just to attain or keep an academic position.  And, I have dared to talk openly about inequality within academia.  You would think that I would be passed all of this, no longer carrying around bitterness or resentment about what my graduate training was or wasn’t.  It seems my journey as an outsider within has just begun.  Collins argues:

Outsider within status is bound to generate tension, for people who become outsiders within are forever changed by their new status. Learning the subject matter of sociology stimulates a reexamination of one’s own personal and cultural experiences; and, yet, these same experiences paradoxically help to illuminate sociology’s anomalies. Outsiders within occupy a special place – they become different people, and their difference sensitizes them to patterns that may be more difficult for established sociological insiders to see (p. 53).

I welcome what my unique perspective stands to offer sociology and academia in general.  Even at this early stage, I feel my research has covered issues that seem so obvious to me but, to date, has not been examined in prior research.  However, the downsides of the tension that Collins mentions — the frustration, self-doubt, alienation — continue to take a toll on my personal and professional life.  Can this tension ever be reconciled?  Collins suggests:

Some outsiders within try to resolve the tension generated by their new status by leaving sociology and remaining sociological outsiders. Others choose to suppress their difference by striving to become bona fide, ‘thinking as usual’ sociological insiders. Both choices rob sociology of diversity and ultimately weaken the discipline” (p. 53).

Wow, damned if you do…  This is why Collins advocates for greater acknowledgement, recognition, and use of the black feminist perspective in sociology.  She argues that outsider within perspectives should be encouraged and institutionalized.  In general, scholars, especially outsiders within, should “trust their own personal and cultural biographies as significant sources of knowledge” (p. 53).  Without this change, scholars continue to rely on research and theory that largely excludes, or even distorts, the experiences and values of oppressed people.

I suppose some progress has been made since Collins wrote this article.  Indeed, more and more sociologist recognize black feminist theory as an important perspective.  But, many marginalized scholars, like myself, continue to feel conditionally accepted in the profession.  Our success and relevance, even our livelihood, seems to depend on the extent to which we assimilate to white, masculinist, cis- and heterosexist, and middle-class ways of thinking (and being).

Professors Feel Pain, Too

Last month, I attended a teaching workshop on navigating difficult classroom discussions, with a focus on racist microaggressions that may occur during class.  This was a great workshop; it reignited my passion for teaching by reminding me why I became an educator in the first place.  Despite lawsuits against professors who dare to talk about structural racism and attempted forced retirements against those who talk about sex work, I stand firmly by the position that a professor’s job is to talk about uncomfortable, controversial subjects.  A class is incomplete if its students have not been pushed outside of their comfort zones and/or had their initial ways of thinking challenged.

The workshop left only one issue unaddressed that I sorely wanted to discuss: acknowledging and navigating the instructor’s pain.  This is not really a complaint.  Recognizing and addressing racist and other microaggressions in one’s classroom deserves more than the three hours we devoted to it that morning.  So, too, in my opinion, does recognizing and addressing what instructor’s experience and bring to the classroom.  As I noted even in my introduction at the start of the workshop, I want to know how I can stop shutting down when something offensive is said in the classroom.  Beyond that, I struggle with carrying my own pain from experiencing the very things I bring up in class.

Let me give two examples of what I mean:

  • About half way through my research methods course last semester, a white student dismissed the conclusions drawn from a experiments that suggested the presence of racial prejudice and discrimination — even among young children.  I acknowledge that I chose experiments that were not without their limitations, but had the benefit of a video about them.  But, I could tell that underlying this student’s comment was not methodological concerns; rather, he seemed set in believing these experiments could not possibly demonstrate the existence of racial prejudice and discrimination.  I was neither emotionally nor pedagogically prepared to have the “does racism exist?” conversation, so I pointed out the inaccuracies in his own comment, and acknowledged the limitations of the studies, and moved on.  It was a course on methods, not racism, after all; but, how I could have better handled this kind of concern, or even challenge, lingers in my mind still.
  • On the very day I taught on homophobia in my gender and sexualities course last semester, a construction crew member left a religious pamphlet in my apartment.  I suspect this was upon seeing pictures of my partner and me while they entered to install a new door.  Prejudice or shoddy work, they also threw our doormats about and left a lot of sawdust on the carpet and furniture.  I went to class that day feeling violated.  A stranger, whose identity, appearance, and politics were unknown to me, entered my home and left a message to me about their religious beliefs.  This would have been a wonderful experience to bring up in that evening’s class.  But, I knew not to for fear that I might become upset or even start crying.  I had not yet processed the experience and, frankly, patched up the wound it reopened.

My pedagogical approach embraces one’s personal experiences directly, rather than treating them as suspect (i.e., a threat to objectivity) or irrelevant.  I ask students to drawn on their own lives to support comments made in class; also, my assignments require students to connect course material to their personal experiences.  I figure that students will not retain material as well if you ask them to prioritize it over all of their year’s of experiences, knowledge, beliefs, and assumptions; at best, they may set course material beside this preexisting mental content and, sometimes, easily slip back into old ways of thinking.  Also, I aim to contribute to my students’ consciousness-raising by asking them to reexamine their own lives and past experiences through the critical lenses taught in my courses.  So, I willingly work at breaking the barrier between intellectual and personal imposed by much of academia, and intentionally bring up controversial and difficult subjects during class.

I certainly agree with other instructors’ sentiment that I am not a counselor.  I now make clear that the classroom should be treated as a safe, nonjudgmental place, but it is not designed as a group therapy session.  I contribute to maintaining this kind of space by (re)directing the conversation back to course material, and avoiding therapy-style questions like “how did that make you feel?” and “and, then what did you say to him?”  My approach is a work in progress, and necessarily shifts or expands each time I teach a new course.  But, I generally feel comfortable in asking my students to reflect on their lives, even pain related to the issues we discuss.

Professor’s Feel Pain, Too

But, what about my experiences and pain?  I certainly do not make the class about me.  (Hello, still struggling with self-doubt and better self-promotion here!)   Yet, I do make a point to divulge some to reciprocate in asking my students to open up to me (and the entire class, if they wish).  At a minimum, I save the last day for lingering questions students have for me (asked anonymously), which usually covers “what’s your race?”, “what’s your sexual orientation?”, “where did you go to graduate school/college?”, “why did you become a sociologist?”  Funny, though, I was surprised to find that I received only 2 or 3 questions in my research methods course — the one where I had already been the least open as a human; but, everyone asks a question in my gender and sexualities courses.  After gauging the class in general, and the conversation that day, I sometimes interject with a personal thought or experience if it will offer a different perspective than what was already offered.

I have noticed, though, that my willingness to share surrounds “safe” experiences and thoughts.  That is, they are not too controversial, thus avoiding radically changing how my students’ views of me thus far.  But, I also mean that I have efficiently processed it.  I either no longer experience pain in the case of negative occurrences or am sufficiently suppressing how I feel just enough to share with a group of semi-strangers.  But, I do not simply have a painful past.  As a fat Black queer man, there is a very good chance I experienced something related to weight, race, sexual orientation, gender, etc. that day.

Besides carrying the pain, especially for experiencing discrimination or microaggressions, it is hard to completely throw out the myth of objectivity in the classroom.  Implicitly, I cave to the false security of being objective by withholding my own experiences and thoughts from classroom discussion.  When my students talked about their experiences with homophobia — as targets or witnesses — I refrained from saying, “hell, I just experienced homophobia right before class!” because the conversation was not supposed to be about me.  This is not necessary, and is unfair to my students who decide to share.  But, it is hard to quickly break from the way that most of us are taught (if at all) to teach.

“Objectivity,” Or Suppressing Pain

The myth of objectivity in teaching is also unfair to me because it also plays out as suppression — a form of emotional labor.  Being “objective” about racism, for example, is not simply keeping my thoughts to myself to, instead, prioritize my students’ thoughts; it is having to keep a lid on years’ worth of my own pain and anger.  It is trying to be respectful and remained engaged as I hear white students underestimate the pervasiveness of racism while my mind starts to drift to the “nigger joke” that ruined my Christmas night.

So, in recognizing what this is — that I carry pain — it is now my job to figure out what to do with it.  Bringing it to class puts me at risk for having this pain shutting me down or constraining my ability to effectively run classroom discussion.  So long as I willingly teach on subjects like racism, homophobia, sexism, etc., I must work at emotionally and pedagogically preparing to talk about things that will always hit close to home.  Sadly, I need to prepare, albeit it to a lesser extent, even when I teach “safe” and “generic” topics because it would be foolish to expect the classroom to be devoid of prejudice and discrimination.

But, this points to one manifestation of inequality in academia that I will forever resent: that marginalized scholars are tasked with this kind of emotional labor before (and likely after) class, on top of additional concerns to navigating during class.  This additional burden of labor related to teaching is exacerbated because our privileged colleagues are less likely to pursue these subjects in class anyhow.  And, worse, they are (at times) one source of the pain we carry around with us.

Please Blog Responsibly

In an earlier post, I made my position clear — there are many reasons to blog as an academic.  Let’s be honest, it takes a long time to get one’s research published in as an article or book.  And, despite the amount of preparation (and grading…) that goes into teaching, we really only covering a slice of an entire field or subfield.  And, our scholarship and teaching tends to stick behind paywalls; only those with access to academic journals and only those enrolled in college have the luxury of accessing them.  And, don’t even bother thinking service is can to anything other than your department, university, or discipline.

So, blogging can serve as means to make scholarship, teaching, and advocacy more accessible.  You can complement peer-reviewed journals articles behind paywalls with a short blog post summary of your research.  This is true, too, for teaching (i.e., short post to introduce concepts or review prior scholarship) and service (i.e., blogging as intellectual activism).  Or, blogging can feature aspects of your scholarship or advocacy that are outside of your typical work.

Blog Responsibly!

But, as with any sort of unregulated, non-reviewed, and public writing, academics who blog should seriously consider a few points of caution.  Some of these I have worried over for some time, others are lessons learned from recent events.

It Doesn’t Count.  Unfortunately, there is little chance that your blogging will “count” in evaluation for jobs, tenure, promotion, or other academic milestones.  It does not constitute peer-reviewed scholarship.  It does not constitute teaching.  And, I would guess that few departments would even count it as service.  If it serves as an important part of your scholarship — for me, I stand by it as a form of intellectual activism — it is at least worth finding out whether your department or university would recognize it as something more than a personal hobby.  I am happy that mine see it as a form of service, so I continue to list this blog (as well as my time with KinseyConfidential.org) as service on my CV.

But, It Does Count.  Although blogging may not officially count in your favor, it could unofficially count against you (how about that…).  One’s colleagues and/or advisers may see regular blogging as a cute little hobby, but I fear their opinion about what you write could trickle into formal, “objective” evaluations.  The new reality for the job market is one’s submitted application and anything accessible on the internet is fair game in search committee’s decision-making.  (And, sometimes steps are taken to dig into not-so-public information on the web, i.e., via Facebook networks.) Besides the content, frequent blogging may also send the message that you are “wasting” precious time that could go toward your research.  And, let’s not forget that our students are savvy enough to enter your name into Google and hit “Search.”  I learned early on that I had students who were regular readers of my blogging for Kinsey Confidential; fortunately, they enjoyed my blog posts, and it seemed to add to my credibility in my course on sexualities.

You May Make Enemies.  I have been pleasantly surprised to receive many compliments, praise, and even fan-mail for the (successful, I’d say) creation of Conditionally Accepted.  And, my network of friends and colleagues has expanded through (and because of) my blogging and other social media use.  But, others may begin to take you seriously enough to disagree with you.  This may mean sometimes tense online conversations with other scholars.  Or, you may become the subject of publicly expressed hostility.  Even scarier for me was being called out by white supremacists; that made my heart race a little for fear of any physical harm.

You Might Get Sued.  I knew you could piss people off as a blogger.  But, no one told me you could be sued!  I was not-so-pleasantly surprised several weeks ago to find an email threatening legal action unless I removed text from an old blog post.  No, not copyright infringement style — slander!  (Fortunately, that crisis was avoided.)  I certainly wear descriptions like “provocative” with a badge of honor, but I would never aim to tarnish someone’s name, image, or reputation.

So, I am speaking from experience.  It is possible, so be careful in how you speak about other people, even if you are simply quoting publicly accessible information.  I also recommend obtaining umbrella insurance (that covers civil legal action like slander and libel) if you can afford it.

Stay In Your Lane!  My biggest gripe, the one that has driven almost every blogging battle I have had with other scholars, is writing outside of your own expertise.  With the respect and privilege afforded to PhDs (and, to a substantially lesser extent, future PhDs), I fear it is likely that any scholar’s written words can be taken unquestionably as expert opinion, even Truth.  A few bad apples aside, the peer-review system bolsters confidence in researchers’ expertise.  But, there is no peer-review for blogging.  Besides the pressure not to blog at all, the failure of academic institutions to value it places no other constraints on what scholars blog about.  So, aside from harm to your professional reputation, biologists may write film critiques and English professors could develop new theory on evolution.

I assume those examples are a bit extreme.  But, I have seen colleagues veer slightly out of their own subfield.  Staying safely within their discipline, they begin (maybe unintentionally) speaking as an expert on areas outside of their own training, research, and teaching. what really irritates me is their angered response when they are called on it.  A polite request to “stay in one’s lane,” to allow people with more expertise to weigh in, are met with an effort to teach you a thing or two.  I am not asking to add to the many ways in which “academic freedom” is already constrained.  But, I call for a bit of reflection and responsibility here.  Your public writing carries a certain level of weight and authority as an intellectual.  It may be best to at least preface a post with “I am not an expert on this…” or conclude with links to others’ work or simply let the real experts do the writing.  Frankly, I feel one of the greatest abilities of an intellectual is to know the limits of one’s expertise.

Start Blogging Already!

The aforementioned points of caution aside, I strongly encourage scholars to blog, however (in)frequently.  I know of many pseudonymous bloggers, which allows some level of protection (but, it is not full-proof) for those worried about professional harm.  If you simply want to write a blog post just one — without maintaining your own blog, there are sites (like this one!) that would gladly feature a guest blog post.  And, while blogging is not formally valued in academia, it can increase your visibility as a scholar, maybe even further demonstrate your expertise, and lead to invitations to either cite blog posts or publish them.  So, give it a try — what are you waiting for?!

Other Blogging Resources

A few resources for academic blogging:

  • “Illustrated Blogging Advice for Researchers” from Just Publics @ 365 (compiled by Dr. Jessie Daniels, who blogs at Racism Review).

Blogging For (A) Change

Should academics blogSome academics are hesitant to do so, but a generation of young scholars — who have been raised with technology — have pointed out many benefits of doing so (and using Twitter).  For one, it presents something other than the traditional format and flow of academic writing.  The freedom (and fun) of writing for a blog can actually help our traditional academic writing.  Also, it presents a medium to transcend the traditional barriers to making academic work accessible.  Earlier this year, I wrote an essay, “Blogging For (A) Change,” about using blogging for intellectual activism (see below).

If you are interested in starting your own blog, there are several bits of advice on the web about getting started And, I am always looking for guest bloggers for ConditionallyAccepted.com!


I recently wrote on essay on blogging for Remarks, the newsletter for the Section on Racial and Ethnic Minorities of the American Sociological Association.  In it, I reflect on the reasons why I blog, namely to make academic knowledge more accessible, and my participation in the recent blog discussion on “post-racism.”  Institutional support does not exist to encourage academics to blog or use other forms of social media for their scholarship (yet), so I elaborate on some of the potential professional and personal benefits of blogging.

Download a pdf of the Remarks newsletter here, or you can jump right to the original, extended version of the essay below.  This post was featured as a guest blog post at RE.FRAMING ACTIVISM, and captured the interest of Dr. Fabio Rojas who responded with “why activism and academia don’t mix.


Blogging For (A) Change

To blog or not to blog?  Within the context of the debate over public sociology, which seems as old as the discipline itself, the question does not seem that novel. But, with technology advancing even as I write this, the question does warrant attention.

Still today, much academic knowledge, be it publications or lecture material, is locked within the academy. Individuals who can afford it are welcomed into institutions of higher education to learn basic aspects of any discipline of their choosing. Their student status allows them to peruse whatever academic journals to which their university has purchased access. But, beyond the university, the public has limited access to academic knowledge. And, even those who can access it, like our students, there is little hope (and utility) of gleaning much from the latest issue of American Sociological Review.  Even Contexts articles are behind pay-walls!

On Activism and the Academy

I have wrestled with the ivory tower’s barriers to academic knowledge since the start of my graduate training in 2007. Like most of my colleagues of marginalized backgrounds, particularly scholars of color, I came to graduate school as an activist, prepared to devote my life to making a difference. Still today, I am often frustrated by my naiveté that the academy, by design, is apolitical and “objective.”  The first time it was made painfully aware to me, a professor joked, “oh, we still haven’t beaten the activist out of you yet?”  No, they still have not.

Unsurprisingly, the value-systems of many academic institutions (particularly research-intensive universities) reflect and reinforce this apolitical and supposedly objective culture. One’s job prospects, tenure-ability, and chances of promotion depend, first, upon one’s research in peer-reviewed journals; then, some attention is paid to the quality of one’s teaching. Finally, one’s service to the department, university, and discipline are given a quick skim. Of course, service never means serving communities in need. (That is what you do in your “free” time.)

Unfortunately, these institutional priorities mirror those of white, middle-class scholars. I suspected this from the start of my academic career. But, I had my “proof” when I saw the ASA presentation, “‘Diversity and Its Discontents’: A Report on Graduate Student Experiences in PhD-Granting Institutions” (see the Powerpoint here).  In a 2009 sample of 1,473 doctoral students, African American and Latina/o doctoral students ranked as their number 1 and number 3 reason to attend graduate school, respectively, to “contribute to the advancement of minorities in the US”; “contribute to my community” was number 2 for Latina/os. The top three reasons for white doctoral students were to “grow intellectually,” “improve occupational mobility,” and “make a contribution to the field.”  All these years of feeling my work was urgently needed to make a difference, while my white colleagues were merely curious about the social world, now had confirmation.

Top 3 Reasons Students go to Grad School

Intellectual Activism

Recently, I have grown more comfortable in accepting that I pursue change-making through my research, teaching, and academic and community service, and that I do so in an environment that tries to “beat the activist” out of me.  I have been particularly inspired by Patricia Hill Collins’s latest book, Intellectual Activism, which makes such work seem like a given for scholars of color.

Collins makes a distinction between speaking truth to power and speaking truth to the people. Indeed, by pursuing traditional academic work, namely publishing research, we aim to accomplish the former. That is, we try to advance research, and even challenge others’ research, to better understand social problems, make visible the lives of historically marginalized communities, and so on. But, such efforts alone could mean that your work never leaves the pay-walls of academic journals. Instead, to do so, we must speak to (and with) those outside of the ivory tower (e.g., public speeches, working with community groups).  (See her Contexts article on these ideas, as well).

The importance of both of these intellectual activist efforts became very clear to me with the publication of my first solo-authored article in the Journal of Health and Social Behavior. Understandably, I was excited upon news of its acceptance. But, from acceptance to OnlineFirst to print and beyond, I kept feeling that something was missing. In fact, I am a bit embarrassed to admit that I was underwhelmed. Here, I had achieved the great feat of publishing in one of the discipline’s top journals, and ended up feeling more irrelevant thereafter. Getting somewhat choked up in revealing this to a few friends, I realized I was aching for some sense that my publication would actually matter to the people it was about – marginalized individuals who face discrimination and bear the health consequences of these experiences.

I suspect I will eventually be cited, as many scholars are doing important, novel work on discrimination and health. But, beyond those JHSB articles featured as policy briefs, few outside of the academy will ever see my article. Whereas capturing the media’s attention for one’s research seemed to be the common route to accessibility, I pursued a press release through Indiana University and one through ASA. I am grateful for these opportunities, but, again, disappointed by the outcome. A few sites that indiscriminately repost every academic article picked up the press releases. And, my study was featured in a few Spanish-language newspapers in Los Angeles.  No small feat!  But, it was not the New York Times attention of which I dreamed.

I considered sending printed copies of my article to non-profit organizations like NAACP, NOW, and HRC. But, I worried that their overworked staff had little time to figure out what to do with it. Ultimately, I decided to devote a guest blog post at Sociological Images to a summary of my article, which I also posted on my own personal blog.

Blogging as Intellectual Activism

Blogging – a form of writing on the internet (short for web-logging) – can serve many academic functions. In fact, at least in the way I approach blogging, it offers a unique space to simultaneously achieve efforts related to research, teaching, and service.  Again, using the example of my JHSB article, I was able to make my findings accessible beyond the JHSB readership (i.e. academics). In addition, it offered an unlimited space to elaborate or clarify. In particular, I was able to strip away much of the sociological jargon that likely hinders readability. In addition, I was able to offer simple bar graphs instead of multivariate models. While expounding upon my research, I also spent some energy to teaching an unfamiliar audience about some of the concepts within my article, namely the intersectionality theoretical framework.

In addition to extending traditional academic work, blogging also presents a space for more “real time” scholarship. One of the constraints of academic work is the lag in doing research to publication to uptake beyond the academy. Years may go by before one sees one’s first citation, and even more before one’s study has some impact, albeit indirect, beyond the ivory tower. As such, sociologists rarely attend to current events in their research.  Though one might find it challenging to pursue, for example, an ethnographic study of the Trayvon Martin murder case, one certainly could devote a five-paragraph blog assessment of the racial dynamics inherent within it. With so much political commentary offered for everyday current events, we certainly could use more sociologically-informed, critical perspectives to make sense of things.

Personal Benefits of Blogging

You may not be convinced by these aforementioned reasons to blog – that it offers a space to make your research and academic knowledge in general accessible to the public. Indeed, there is still little institutional value and support for such work. However, there are other benefits, both personal and professional, that may make blogging more enticing.

Professionally, blogging can serve as an opportunity to connect with other scholars. Though I am physically (and socially) isolated these days as I frantically finish my dissertation, I have been a part of an on-going blog discussion with Fabio Rojas (orgtheory.net), Tressie Cottom McMillan (tressiemc.com), and Jason Orne (queermetropolis.wordpress.com) about the persistence of racism in America, or the possibility that we are in living in a “post-racist” era. In addition, blogging can function as a space to mentor other scholars, or simply offer professional advice. Tanya Golash-Boza (SREM Section Chair) has a great blog (getalifephd.blogspot.com) that is filled with tips for writing and creating balancing in one’s schedule (and life in general). Karen Kelsky’s theprofessorisin.com was tremendously helpful for preparing for the job market.

Following the aforementioned blog debate on “post-racism,” I have also been reminded that blogging has a bit of a liberating effect. Of course, any additional writing tasks are good practice. But, blogging offers a space to write without censor, standard, and fear of “what will the reviewers think!”  Early on, I learned that my academic writing must be undeniably supported by prior research or my own findings. One cannot discuss what they are not measuring directly; “don’t talk about racism – you’re measuring race attitudes,” I was told. In my personal blogging, I can talk about racism – and I often do. As a result, the words flow more easily. I do not stop after each sentence to agonize over what reviewer number 2 will say. And, this newfound ease in my writing extends into my academic writing, as well (even on “perceived” race discrimination in my work on racist discrimination).

Obviously, every sociologists cannot blog, for it may not be a desirable task to add to those overwhelming To-Do lists that actually lead to jobs, tenure, and promotion.  But, I would at least like to encourage those who have been curious or tempted to consider it, even if infrequently or offering a guest blog post to existing blog sites.  There are numerous free blogging sites (e.g., WordPress, Blogspot).  Whether you blog for change, or just for a change of pace, the benefits of doing so may be worth giving up a few minutes to an hour.


Collins, Patricia Hill. 2012. On Intellectual Activism. Philadelphia, PA: Temple University Press.

Segura, Denise A. 2012. “‘Diversity and Its Discontents’: A Report on Graduate Student Experiences in PhD-Granting Institutions.”  Paper presented at the Annual Meeting of the American Sociological Association, August 17, Denver, CO.