Monthly Monitor: Navigating through the phases of PhD program
Guest Editor: Charles Labarre (He/Him)
In this issue, we explore topics related to navigating different phases of the PhD Program.
We also share information about how to select an advisor, dissertation committee creation, dealing with failure as a PhD student, inequalities and stipends, and imposter syndrome
This newsletter includes
2023 Welcome from DSC Chair
Navigating Through the Phases of the PhD Program (including advising, comps, and committee-Editorial by Charles Labarre
How to Select an Advisor and Nurture the Advisor-Mentee Relationship
Committee Creation
“Permission to Fail” Dealing with failure as a PhD Student
Inequalities in Stipend Distribution
Imposter Syndrome
2023 Welcome from DSC Chair
Durrell Malik Washington Sr. (He/His)
Greetings fellow social work doctoral students.
For those who do not know me, my name is Durrell Malik Washington Sr. and I am a rising 5th year PhD Candidate at the University of Chicago school of Social Work, Policy, and Practice. I study all things related to Abolition, Youth Incarceration, Black Families and Health. I have had the honor and privilege to serve as the Student Director At Large on the Board for the Society of Social Work Research (SSWR) representing all Social Work students from around the country on the SSWR Board of Directors. Throughout my time first as a DSC communications committee member and now as the chair of the SSWR Doctoral Student Committee I just want to first say welcome to new members and leadership on the DSC, a congratulations to first year PhD and DSW students who are about to embark on what I’m sure will be a very challenging yet rewarding journey, and to those who are beyond their first year, keep pushing your closer to the end than you may think. I have enjoyed my time in this position and working with your DSC Committee leaders as we continue to advocate for students around the country, increase student programing and representation at the annual SSWR conference and on the DSC.
For those who may not be aware my time as the Student-Director-At-Large is coming to an end and call for nominations for my position are now out and due by this September. As the student director you are responsible for chairing the Doctoral Student Committee, will be a member of the SSWR Board Conference Committee, and a member of the SSWR Research Capacity Development Committee (RCDC). I want to implore anyone who has the drive to advocate for the betterment of doctoral students and serve as a representative on the board to please consider having someone nominate you or writing a self-nomination. I am happy to chat with anyone who is interested about my experience on the board. Please find my contact information below and please reach out to me if you’re interested in the position or interested in expressing ways to continue to push for the betterment of all doctoral students around the country.
In Solidarity
Durrell M Washington Sr.
Contact: Dwashington5@UChicago.edu
More about the position:
Student Direct-at-Large (Two-year term: February 1, 2024 – January 31, 2026)
In addition to the Director-at-Large responsibilities, the Student Director-at-Large shall serve as chair of the Doctoral Student Committee and shall serve as a member of the Research Capacity Development Committee.
Qualifications sought in Board nominees include:
LeadershipSupport for and commitment to SSWR and its mission
Experience and stature as a researcher
Communication skills
Availability and ability to fulfill commitments as a Board member
Nomination Procedures
Please submit a letter of nomination (self-nominations are encouraged), two letters of endorsement, and the nominee's Curriculum Vitae electronically to Linda Sprague Martinez, chair of the Nominations and Elections Committee, at lsmarti@bu.edu with a copy to Jennifer Lewis, executive director, at lewis@sswr.org. Please send the required documents as an attachment(s) in one email. Please name the file(s) SSWR_elections_nomination [last name]_[position title, e.g., vp-elect]_[nomination, letter of support, CV]. You may send all required documents compiled into one pdf.
Extended Deadline—Nominations are due Monday, September 11, 2023.
All nominees must be current members of the Society and shall have been members of SSWR for at least one year prior to their nomination for office. Nominators and those endorsing the nomination must also be current members of the Society. (Please email Kristen Reamy at kristen@sswr.org to verify membership status.) Prior to nomination, the nominator must ensure that their nominee will accept the nomination if it is offered.
Editorial: Navigating the Phases of the PhD Program
Charles Labarre (He/Him)
Beginning, navigating, and finishing the various phases of a Ph.D. program involves a long stream of transitions that can seem daunting and overwhelming, especially for those who, like me, do not come from a family of people with graduate school education experience (in addition to first-generation or other “non-traditional” college students).
From matching with an advisor who guides you throughout the program, establishing committees for exams and dissertations, and beginning dissertation research, these tasks can seem foreign and burdensome when first encountering them. Further adding to this complexity, each school seems to have a distinct structure/policy in how these processes unfold.
As new and continuing Ph.D. students, we also find ourselves navigating new roles and expectations. We shift away from what we were used to in our previous education, in studying information for a test or project, to becoming an expert in a chosen field where we produce novel insight. We shift from viewing ourselves solely as students to professional researchers and collaborators. Finally, we find ourselves in new types of professional relationships with our advisors, program assistants, and committee members. These transitions can also be overwhelming. It is all too common in this process for students to feel like they are not “good enough” to be there or are constantly behind. But these feelings, while unpleasant, are also often part of the process and are surmountable.
I recall my time entering my Ph.D. program. It was 2020 and the beginning of the COVID-19 pandemic. On top of transitioning to doctoral-level work and a new school, I also had to navigate and adjust to online classes, meetings, and policies related to social distancing. I remember wondering, “What is a committee?” or “What are these comps exams everyone is talking about?” It was a chaotic time of uncertainty, but my colleagues and I got through it with the support of our colleagues and department. I am about halfway through my program still, but there is still a lot to learn as I continue onward.
Of course, no one “right” way to navigate Ph.D. programs and overcome these challenges exists. As we contemplate navigating the transitions and uncertainties of our Ph.D. programs, here are some key thoughts to consider, several of which will be expanded upon within this issue:
Remember that you are not alone. Even those of us who, from the outside, appear confident struggle with imposter syndrome and feelings of inferiority. No one is born knowing how to thrive in academia or navigate a Ph.D. program. A professor once told me that we were selected as students because the admissions committee had confidence that we could meet the demands of Ph.D. student life. If they had any doubts, we would not be where we are!
There are resources available at your school to help you through challenges. If your program is anything like mine, people want you to succeed and will be gracious if you reach out with questions. It can never hurt to reach out to a fellow Ph.D. student, colleague, or professor when you are unsure of expectations or various phases of your program.
It’s ok (and you are expected) to fail from time to time. Whether it be a lower grade in a class, a failed grant application, or an article rejection for a journal, failure is part of the process of becoming an academic. Even the most accomplished researchers have failed many times throughout their careers.
We can learn and grow from these experiences of failure. Give yourself “permission” to fail and know that it is only temporary.
You belong. Whether you are starting a Ph.D. program fresh out of an undergraduate or MSW program or whether you are returning after many years in the workforce, you accessed a great opportunity because others saw potential in you, and you belong exactly where you are.
Community is important to navigate challenges. Many Ph.D. programs have student doctoral groups meant to provide support and assistance throughout the program. If your school has this, join! If not, consider collaborating with your fellow students to create a group. In my experience, I gained a lot of knowledge from listening to students further along in the program, which helped to prepare me for my journey through the Ph.D.
You can and will get through hardship! Even when everything seems overwhelming, you can and will find a way to overcome obstacles and meet your goals
Committee Creation
Saira Afzal (She/Her) and Priyanjali Chakraborty (She/Her)
So you’ve finished coursework, passed your comprehensive exams, and you’re on your way to becoming a full-fledged candidate. What now?
An important task that arises as you enter the dissertation phase of your program is the creation of your committee. This group of faculty and mentors will be integral as you navigate the highs and lows of writing your dissertation. They will serve as your primary support through conceptualizing, proposing, writing, and defending your dissertation. Creating your committee is a decision that can be anxiety-provoking, and perhaps one that our advisers or mentors don’t often talk about–other than the importance.
Here are some things to keep in mind to help alleviate some of the unknowns and stress associated with forming your own dissertation committees:
Drafting academic plans
A draft of an academic plan can be helpful, particularly in defining the scope and feasibility of your research agenda and funding sources to support your research until the last mile. Consider the ‘big picture’ of your research and writing, including the deadlines of your program. Having this plan can help facilitate a discussion of your requirements with the potential committee chair and committee members on managing expectations and deciding on meeting content and frequency. Making your intentions known to your potential committee chair or mentor may help initiate a dialogue on the alignment of their advice with your career goals.
Choose faculty that have working relationships with one another.
This was shared by a mentor recently and is something I had not previously considered. It can make the dissertation process even more challenging if faculty members don’t have positive working relationships with one another. One way to assess this is to speak with peers at your institution: colleagues who are currently in or have been through the dissertation process. You could also consider speaking with the faculty member directly and asking about working relationships. Your advisor is another resource who can help you think through how to form the best committee possible.
Consider your needs and wants
Think about your goals in the program and beyond. Choosing experts related to your chosen methods, content, or even your future track (academia vs. industry) will be incredibly useful. You may also consider past experiences you have had working with faculty,–how they gave feedback, how responsive they were, and your ability to communicate with them. Committee members often may not overlap with your subject matter, but can offer expertise in methods, crafting articles, grant-writing, etc.
It’s okay if someone says no
While it can feel defeating in the moment,in the long run, it is better to know if a faculty member doesn’t have the capacity to participate on your committee. You can also consider if a faculty member may have the ability to be on your committee vs. chairing it, which may entail a different set of responsibilities and time commitments. It may help to plan for a few backup faculty members in case your first or second choices decline.
Read your institution’s procedures on the dissertation process closely
Schools vary in their rules and practices on committee formation. For example, some institutions allow for an outside committee member—someone from another department or institution–to serve on a PhD student’s committee. This is helpful to know upfront as you strategize and consider potential choices and what they may bring in terms of strengths and challenges.
Consider Chair (Mentor) responsibilities
Advancing to candidacy can be a daunting experience for many; however, your mentor plays a very important role in supporting you in making that decision. As you navigate identifying your committee, it can be helpful to think of committee chairs and members in terms of the perceived support and guidance you foresee receiving, whether they inspire you in ways that not only help you meet the requirements of your degree and research goals but can also help you become a colleague, a peer, or a collaborator after you graduate.
While your committee will be integral in your dissertation phase, remember to also lean on other sources of support and knowledge as needed–peers, other faculty you have made connections with, and your support system beyond school. Your skills, experience, and knowledge have brought you to this point and will continue to carry you forward!
“Permission to Fail”—
Dealing with Failure as a PhD Student
Alauna Reckley (She/Her)
It is okay not to do something right the first time, as long as we don’t give up.
PhD’s are known as “terminal” degrees, and while difficult, are not impossible to obtain. Due to these high stakes and heightened expectations, oftentimes students, PhD faculty, and staff alike can be known to hold themselves to a higher standard than ever before. This can lead to positive outcomes, including more success, bigger feelings of accomplishment, and more networking or job opportunities. However, this higher standard can also have negative effects at times. As a student myself, however, I can only speak on my experience and those of my peers that have expressed the same. These negative effects can include heavy imposter syndrome, high stress, overworking, and a fear of failure.
“Failure” within the PhD world can come in different forms: conference rejection, a manuscript getting desk rejected, lower student feedback from teaching, issues recruiting enough participants for studies, or not passing high stake exams and defenses.
My recent experiences with “failures” left me feeling judged and looked down upon due to the picture of perfection that often permeates academic culture. It made me question myself and whether I am where I should be, how others would think about me, and my work ethic. This made me ponder why I feel this way and why it’s such a big deal, which made me realize that very few people talk about failing in the PhD arena. Failure is kept a secret as if it is something to be ashamed of or embarrassed about. This drastically changed my perspective and allowed me to realize the following: I have permission to fail.
Giving yourself permission to fail, especially when you have tried your hardest, can alleviate the stress and disappointment that comes if it does happen. We can be so hard on ourselves and feel that we should excel in EVERY endeavor, so when things are not perfect, it causes issues and feelings of doubt and defeat. However, I am only human, and know that everybody falls short at times. I realize that personally, failure is not the issue; it’s how I deal with the failure that determines what happens next.
How do I deal with failure?
It takes a lot of self-reflection to get a rejection and learn to be okay with it. In my recent experience, I have learned to acknowledge that I did not do as well as I would have liked and figure out how to move forward.
Here is a short example of my process: Let’s say I submit a manuscript for publication, and it is rejected. I have two options: I can acknowledge it and move forward, or I can stay stuck in my failure.
If I acknowledge the reasoning for the rejection, I can then figure out what I can do to improve my manuscript and either submit it to the same journal with applicable changes or submit it somewhere else. If I stay stuck in my failure however, there is a possibility that the manuscript will never be submitted, meaning there is 0 chance that it will be accepted, and all my hard work could go to waste.
So a few short tips to help deal with “failure”:
Give yourself time to process the failure.
Make a plan for how to deal with it.
Talk to anyone supportive that can help you get through it (friends, family, mentors, etc).
Although it is easier said than done when dealing with “failures” in the PhD world, Practice makes Progress. Dealing with recent failures that I never imagined almost knocked my confidence down as a PhD student, but I realized that it doesn’t have to stop at rejection or failure. It is okay not to do something right the first time, as long as I don’t give up.
Ph.D. Students Fight for Stipend Equity
Leah Munroe (She/Her) and Julisa Tindall (She/Her)
In the ever-evolving landscape of higher education, doctoral students serve as the intellectual backbone, contributing significantly to research, innovation, and academic excellence.
These emerging scholars dedicate countless hours to advancing knowledge and pushing the boundaries of their respective fields. However, beneath the surface of their academic achievements lies a concerning issue that has long persisted: the lack of stipend equity. The disparity in stipend amounts among graduate students has raised important questions about fairness, inclusivity, and the well-being of those pursuing advanced degrees.
As universities strive to create diverse and inclusive learning environments, it becomes imperative to address the issue of stipend inequity. Graduate students, regardless of their background, ethnicity, gender, or research area, deserve financial support reflecting their value to their institutions. This article delves into the current state of unrest stemming from stipend distribution disparities and explores how some universities are making progress.
The Current State
In recent years, a growing wave of discontent and unrest has been brewing among doctoral students across universities in the United States regarding their stipends. These students, who dedicate their time and intellectual efforts to advanced research and scholarship, have increasingly found their financial support to be inadequate. The rising cost of housing, healthcare, and other basic needs has outpaced the incremental stipend increases, leaving many students grappling with financial strain and debt due to needing to live off student loans. Graduate-level fellowships are also not keeping pace with these basic needs. As a result, students who should be focusing primarily on their academic pursuits are burdened with the stress of making ends meet.
Ph.D. students across various universities have advocated for proper and fair wages. These efforts have taken diverse forms, including town hall meetings, petitions, unionizing, and strikes. Articles such as Ph.D. students demand wage increases amid rising cost of living | Science and Graduate assistants, integral part of teaching force, petition for higher pay | Administration | utdailybeacon.com highlight the determination of Ph.D. students to secure better compensation for their crucial roles. North Carolina State University students have also organized a town hall meeting, raising concerns about the inadequacy of their graduate stipends and the additional burden of student fees (N.C. State University students to hold town hall on graduate stipends, student fees | NC Newsline). The meeting signaled a growing urgency to address these issues collectively. As students continue to consider the rising costs associated with pursuing higher education, they are coming together to voice their concerns and advocate for a fair and reasonable adjustment of stipends.
Additionally, as detailed in Student Workers Move Closer to Unionizing at USC - Knock LA, University of Southern California graduate student workers established the GSWOC-UAW to advocate for their rights and fair treatment collectively. The power of unity is further exemplified by the strike led by the United Auto Workers (UAW) union at the University of California, as covered in UAW: UC Plans to Cut Graduate Admissions, Increase Class Sizes After Strike. These students' organized actions underscore their determination to ensure that their academic pursuits are not overshadowed by financial stress, and their united front serves as a testament to their resolve to create lasting change in the landscape of higher education.
A Deeper Dive into Stipend Inequalities
The average graduate stipend for a nine-month contract will range between $20,000 and $30,000. Unfortunately, the inequalities of stipend distribution mirror the imbalances seen in everyday life: racism, sexism, and a lack of transparency that allow institutions to maintain the status quo. While this survey collected individual Ph.D. stipend data, it is self-reported and is not exhaustive of all programs. However, a quick review of the survey demonstrates that hard sciences (chemistry, neuroscience, biomedical engineering) have higher average stipends than soft sciences (political science, psychology, social work), with the lowest averages belonging to liberal arts majors (sociology, literature, foreign language). It is accepted that different degrees will determine a varied salary trajectory; however, graduate assistant requirements are generally the same across all programs, making the discrepancies particularly inappropriate.
These discrepancies reflect the gender pay gap, with women-dominated fields receiving significantly less money than men-dominated. A survey completed by the American Psychological Association showed that 72% of psychology doctoral students are women, compared to a survey conducted by the American Chemical Society that showed women comprise 27% of chemistry doctoral students (with the limitation of gender being listed as a binary). The inequity of stipend distribution contributes to the hardship individuals in female-dominated fields experience. The financial burdens are compounded by the increased cost of living not reflected in stipend increases. For example, The University of Minnesota is in Hennepin County, with an average cost of living of just over $37,000 for a single adult with no children. Psychology Ph.D. students at the University of Minnesota report a $23,500 stipend, while their chemistry counterparts report $40,000 in the same year.
Moving Forward
While the fight continues, there have been some encouraging strides toward achieving Ph.D. stipend equity as universities respond to the calls for fair compensation and improved financial support for graduate students. Institutions like Louisiana State University (LSU) and the State University of New York at Buffalo have recognized the importance of providing competitive stipends to their graduate assistants by setting a minimum of $23,000 across all program stipends and supplementing health insurance for graduate students. Brown University has also taken a significant step toward addressing stipend disparities. Their Graduate Labor Organization (GLO) successfully negotiated stipend increases for the fiscal year 2023. Similarly, the Graduate School at the University of Wisconsin–Madison has demonstrated its dedication to advancing the financial prospects of its graduate assistants with their announcement of a 10 percent increase in minimum graduate assistant stipends.
Furthermore, amidst petitions, strikes, and unionization efforts, some universities finally acknowledged the necessity of addressing stipend disparities. For example, Duke University announced a stipend increase to address the rising cost of living. Additionally, the University of Chicago and the University of California have taken steps to increase minimum stipends and work towards better financial conditions for graduate students. These instances of progress illustrate a growing awareness within academia of the need to provide fair and adequate compensation for graduate students. They also show that fair stipend pay CAN be achieved. As universities respond to these demands and make tangible changes to stipend structures, they contribute to a more equitable and supportive environment for doctoral students.
The current state of doctoral students' fight for stipend equity is a pressing issue that deserves the attention of universities, policymakers, and stakeholders in higher education. The expectation that Ph.D. students (or anyone) can make insufficient funds last the entire year, plus many universities also restricting students from working outside jobs, is unreasonable.
Furthermore, with these inadequate funds, many students must live off student loans to stay afloat. Adequate stipends are not just a financial matter but a reflection of the value placed on doctoral students' intellectual endeavors and contributions. By addressing this issue, institutions can better uphold their commitment to fostering a supportive and conducive environment for academic excellence.
Imposter Syndrome
Shawn McNally (He/Him)
Sure, you may never be [insert your favorite researcher here], but that is ok. You are you, and that is much better anyway.
Although this edition of the newsletter primarily focuses on navigating the various components of your PhD program, there is one component that somehow gets attention, yet is also somehow rarely discussed. That component is imposter syndrome, which can impact the navigation of nearly all components of PhD programs. While it is certainly possible you have never experienced it, it is probably more likely that you have, at least to some degree. The purpose of this piece is to briefly introduce the concept, discuss its prevalence, and finish with some strategies to challenge it.
What is imposter syndrome?
Imposter syndrome, sometimes referred to as the imposter phenomenon, is the often erroneous belief that we are not as intelligent or competent as others perceive us to be. In the context of a PhD program, this might be some combination of the following beliefs: That we do not deserve to be in said program despite your accomplishments (which are often attributed to outside forces), that our classmates are much smarter than us, that we somehow fooled the admissions committee, that our research is not as important as that of others, or that we will never be as good of an academic as other classmates/faculty, etc. In other words, as the name suggests, one is an imposter and will eventually be “found out.”
Originally observed in high-achieving women (Clance & Imes, 1978), imposter syndrome has since been observed in many different types of individuals, though it is believed that women and marginalized students (e.g., students of color, LGBTQIA2s+ students, etc.) are more likely to be impacted by it. Imposter syndrome can lead to, or worsen, symptoms of anxiety and/or depression. Imposter syndrome is also associated with lower self-confidence, an over-focus on mistakes, and a reduced ability to manage stress. Research has shown that “imposters” tend to operate in a cyclical fashion, overemphasizing perfection and effort, which leads to unachievable/unrealistic goals (i.e., tasks not being completed), which then enhances the imposter-like feelings. Of course, the cycle then begins again with the thinking that these feelings can be reduced by effort, with “imposters,” again, falsely emphasizing excessive standards. Variations of this cycle exist, but nonetheless retain the cyclical operation of “imposters.”
How common is it among PhD students?
Because imposter syndrome is not an actual diagnosis, it is impossible to determine a prevalence rate. That said, it is generally considered to be fairly common, with variation in its impact. Yes, there may not be a way to specifically determine just how common it is, but it is worth knowing that current, and previous, research points to it as being exceedingly common. Indeed, it is such a well-known, and potentially derailing, phenomenon that there are those calling for greater consideration of the impact of the organizational climate of higher education systems on PhD student well-being. Surprisingly, the research in this area is limited, with previous research generally emphasizing the individual student instead.
What can I do if I experience imposter syndrome?
The following is a list of things one can do to combat experiences with imposter syndrome. It is certainly not exhaustive. It is likely impossible to provide a list of everything one can do when context is so important. That said, most of these are at least somewhat universal. At the very least, they may be better than doing nothing!
Recognizing that these feelings/experiences are completely normal. As stated previously, experiences with imposter syndrome are completely normal. Indeed, it is highly likely that nearly everyone you have met throughout your PhD program - specifically, other students and faculty - has experienced it to some degree. Perhaps some still do! Simply acknowledging this can be a powerful strategy.
Question the validity of the imposter-like feelings. Honestly assess your accomplishments. Sure, you can maybe argue that luck has played a part in your life, but is it actually possible that everything you have accomplished has been due to coincidence or luck? Probably not. You have earned this. You belong. Look at the evidence. Even if you decide that academia is not for you, that does not mean you are/were an imposter.
Talk to a fellow student, mentor, professor, etc. Again, many of the people in your academic circle have likely experienced feelings related to imposter syndrome. If you are comfortable talking to one of these people, it might be helpful to do so.
Talk to someone you trust! Even people outside of your academic circle can be helpful. They may not fully understand what you are experiencing, but these are likely the people that know us best. This could also include a therapist, if you see one.
Engage in your hobbies! Another cliché response, but there is some truth to it. Part of the reason we lose interest in things when feeling down is because we think we don’t want to do them, so we don’t. It can then be surprising that when we end up doing certain things, we can feel pretty good. Hang out with your friends, watch a movie, play a game, listen to music, go for a walk/run, play with your pets, etc. Our hobbies and the things we like are foundational to who we are.
Accept it…and use it! Now, this strategy might be difficult to utilize. That said, if you are fond of mindfulness, this strategy could be effective. It would require complete acceptance of the feelings/experiences associated with imposter syndrome, but with the understanding brought by the second strategy (see above). Perhaps we could be a little more productive. Perhaps there is room for a little more effort. Rather than using feelings related to imposter syndrome as a way to self-judge/shame, we could instead use them as a source of motivation. For example, when we feel like an imposter, we could try re-framing our thoughts of self-doubt to “there are things that I can do that will make me an even stronger student.” Again, this requires an honest and healthy assessment of our time and abilities; but, just like stress can be used to enhance motivation, the feelings or experiences associated with imposter syndrome can do the same.
Putting it all Together
This has just been a brief introduction to imposter syndrome and some strategies to challenge it. Unfortunately, while these strategies may help alleviate some of the feelings associated with imposter syndrome, these feelings may come and go throughout your career - especially if you are interested in a research-intensive path. With that said, many of these strategies may remain useful. Sure, you may never be [insert your favorite researcher here], but that is ok. You are you, and that is much better anyway.
DSC Call for Nominations: Doctoral Student Achievements
Celebrate doctoral students’ accomplishments in research, practice, and/or degree milestones!
SSWR DSC Communications Subcommittee has an ongoing call for nominations to showcase social work doctoral student achievements.Nominate a colleague (or yourself) to have their recent accomplishments featured on SSWR DSC social media and in a future DSC newsletter.
The nomination form asks for your name, pronouns, program, a description of the accomplishment(s), information about your research, and brief bio information. If you want, you can also upload a photo of the nominee for us to share and tell us your social media handles to mention in the posts. Student achievements will be posted to social media and the SSWR DSC website as they are received. Achievements will also be featured on the SSWR DSC Newsletter.
View past students showcased for their achievements here.
CLICK HERE TO NOMINATE A COLLEAGUE (OR YOURSELF) TO BE FEATURED
Featured Nominations
Photo of Katie-Maureen McCoog (She/Her), a white woman with short brown hair, smiling at the camera warmly.
Congratulations Katie-Maureen McCoog (She/Her)
Katie was asked to join a research team that studies students who study online. The study aims to learn about the supports that online learners receive.
This survey will collect information about peer support experiences of graduate social work students (MSW, DSW, and PhD). For our purposes, the term "peer support" refers to formal and informal ways that graduate social work students support each other during their academic programs. This survey is voluntary, optional, and anonymous.
If you would like to participate, please click the link below that will take you to the consent form and shares other important information about the study.
Social Work Snippets:
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Conference Opportunity
Disability and Social Work: Imagining Disabled Futures Convening and Unconference (September 18-22, 2023)
A description of the event provided by Shanna Kattari (They/Them)
We are PhD students/candidates, all levels of tenure track, clinical, and contingent faculty. Some of us do research on/with disability, ableism, and disabled/Mad/neurodivergent populations. Some of us teach on topics related to disability, ableism, and/or saneism. Some of us are also practitioners in the field with members of these populations. Some of us are disabled, neurodivergent, Mad, and/or chronically ill. Many of us check multiple boxes.
In working with several other folks from the Social Work Disability Justice League and with Ilene being the student representative from the Grand Challenges committee, we have opted for a convening and unconference, grounded in disability justice values. While we have loose topics planned around disability and social work education, disability and social work research, disability and social work practice, better engaging disability in the grand challenges, social connections, affinity spaces, etc., in an unconference format, we will offering others the opportunity to suggest and/or moderate as they express interest. This unconference will be virtual the week of Sept 18th - 22nd, taking place mostly between noon and 5pm (not all at once!) Eastern time, to allow for folks across the U.S. and Canadian time zones to participate synchronously if they wish. We also plan to have lots of options to engage asynchronously to increase access. These will not be formal presentations as much as facilitated spaces for discussions, imaginings, art creations, forming collaborations, etc. We aim to make it as inclusive and anti-ableist as possible. It will be free.
Additional contacts for more information: skattari@umich.edu and candreva@usc.edu
Use this link to RSVP and request accommodations for the conference: https://tinyurl.com/DisabilityUnConference
Job Opportunities and Information
Do you need help navigating the academic job market? Check out Dr. Kess Ballentine’s playlist and free workbook to guide you through every step of landing an academic job. Subscribe to her YouTube channel for tips and tricks for MSW & PhD Students and early career researchers!
Call for Papers
Abolitionist Perspectives in Social Work
Deadline: Ongoing
Journal for Advancing Justice Volume V: Sustaining Long-Term Recovery as Part of Justice Reform
Deadline: September 1, 2023
Call for Submissions
The database spreadsheet BIPOC-Authored Social Work Papers
Deadline: Ongoing
Additional Resources
RESOURCES FOR NEWER CONFERENCE PRESENTERS AND ATTTENDEES
How to Give a Scientific Talk: https://www.nature.com/articles/d41586-018-07780-5
Video on How to Confidently Present your Research at Conferences: https://asiaedit.com/webinar/how-to-confidently-present-your-research-at-conferences-in-person-and-online
Not following “SWRnet”?
Formerly known as the IASWR Listserv, SWRnet (Social Work Research Network) was launched in October 2009 to continue serving the social work research community by providing regular updates on funding opportunities, calls for papers, conference deadlines and newly published research. SWRnet is administered by the Boston University School of Social Work.
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AdditionaL INFORMATION
Disclaimer: This newsletter is created as free service by SSWR Doctoral Student Committee Communications Subcommittee members:
Katie Maureen McCoog (She/Her)
Hannah Boyke (They/Them)
Alauna Reckley (She/Her)
Julisa Tindall (She/Her)
Shawn McNally (He/Him)
Saira Afzal (She/Her)
Charles Labarre (He/Him)
Shani Saxon (She/Her)
Leah Munroe (She/Her)
The opinions expressed in this newsletter are the opinions of the individuals listed above alone and do not claim to represent the opinions of SSWR or the SSWR Doctoral Student Committee