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Are We Really Junior Colleagues?

Chris S. Dula
Virginia Tech

(This article was first published in the Winter 2002 issue of the APAGS Newsletter.)

I hope this article stimulates thought on the standardization of professional behavior at all levels, and isn’t taken as a personal criticism of any of my colleagues. In fact, this is a set of observations and an opinionated response to the apparent current state of affairs. I completed one psychology graduate program and I am on my way through another. Over the past few years I have heard many complaints from students about certain professors, how hard some are on grading, the lack of stature of graduate students, and the amount of work required. In a couple of cases, I’ve seen professors characterized as though they have a personal vendetta against students, only to find out later that they cared tremendously for their students’ professional growth.

I’ve only known a few students to skip classes regularly and those didn’t make it through the programs. However, we (myself included) sometimes come to class unprepared for discussion. Many of us dress down for classes, yet I’ve observed graduate student teachers that were indistinguishable from their students except that they were the ones addressing the class. On the other hand, I have watched some graduate students make genuinely thoughtful contributions in class, only to be verbally cut down by a professor with a conflicting opinion. I also know a few graduate students who were expected to work for their mentor or assistantship, far beyond their original agreement and who felt there was nothing that could be done about it. This leads me to think there isn’t a clear distinction for what type of treatment should be expected from professors or an understanding of what behavior should be expected of us.

Issues of how to behave toward professors and expectations for our own treatment are common quandaries for many graduate students. Shifting from undergraduate to graduate means we are committing to a career and graduate school is intended to function as a professional training ground. However, it seems at times as though we are treated less as professionals than as indentured servants. It is my position that we are to be considered junior colleagues and treated accordingly. This position is not an entitlement however; it’s a privilege.

With privilege comes responsibility. So, what are our responsibilities as junior colleagues? Really, there’s only one: showing respect for our higher-ranking colleagues. They’ve come to their positions through hard work, which included servitude to their superiors earlier on. The respect due them was earned before we arrived and the respect we give now is the same we should come to expect when we’re peer colleagues.

There are myriad ways we can show such respect. Coming to class prepared, asking thoughtful questions, contributing to discussions, knowing and practicing ethical principles, and staying within projected timelines for achievement milestones, are just a few behaviors that acknowledge our professors’ legitimate authority and show we’re ready to become professionals. Another is dressing suitably whenever we teach or represent our departments, which shows we care about what we do.

As junior colleagues we are assuming a moderated stature of similarity. So, we may be on friendlier terms with our teachers than we were as undergraduates. In general, the use of titles and last names conveys a sense of respect, while the use of first names denotes similitude and solidarity. Still there are times when "Doctor" is the always the appropriate term to use, such as introductions, when in the presence of undergraduates or clients, or in attending official meetings or presentations.

Thus, we come to students’ expectations for professors. These encompass many aspects of behavior and attitude. In exchange for our respect and hard work, we’ve justifiable privileges due us. We expect to be treated with respect and not to be disparaged at any time, especially in class. We expect sincere guidance from senior colleagues so we are truly prepared to enter the workplace upon graduation. Accordingly, we expect our mentors to devote a reasonable portion of their time to our individual development. We expect our personal lives to be acknowledged and appreciated. Thus, we expect our time commitments to be honored and not to be abused with extraordinary demands. We expect our contributions to research or other projects to be duly recognized and officially noted. We expect occasional outward demonstrations of appreciation for us as people. We expect, in short, the same treatment we should give to our future junior colleagues. At least, those are my expectations.

 


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