Happy November! In case you missed it, in August I decided to make my blogging comeback with a round-up of resources centered around a back-to-school theme. In honor of last month’s installment bringing us to ten posts on the topic, this month’s round-up is all about the hidden curriculum.
The hidden curriculum series began nearly two years ago (the first post went live on January 28, 2021). As each post reminds us, the series was borne from the observation that there is a lot that we, as academics, are expected to know but are never taught.
I figured it might be helpful to have all the posts in the series to date all in one place for ease of access.
In addition, you will find related posts providing general advice and resources, as well as links to other resources I’ve found useful from around the internet (mostly Twitter).
I think we can all agree that January is the Monday of the year. It didn’t really hit me until I started grad school and realized that there are a lot of things that happen in January. The biggest thing: funding application deadlines.
Helen Maria Chesnutt Scholarship for Equity in Classical Study. This scholarship is intended to support undergraduate and graduate students from underrepresented groups to further their study of the Classics and Ancient Mediterranean world and not excluding reception studies. (15 January 2022)
William Sanders Scarborough Fellowship (ASCSA). This fellowship provides support for graduate students, faculty, and independent scholars in North America whose diverse experiences and backgrounds are underrepresented at the American School, and whose studies, research, or teaching would benefit from residency at the School. (15 January 2022)
Point Scholarship. The Point Foundation (Point) is the nation’s largest scholarship-granting organization for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students of merit. Point Foundation considers many factors when assessing scholarship applicants, including academic performance, leadership skills, financial need, personal goals and the applicant’s involvement in the LGBTQ community. (26 January 2022)
Rudolph Masciantonio CAMWS Diversity Award (CAMWS). Awardees will be those whom the profession or life circumstances or societal structures have limited in their access to the study of our field. Awarded each year to one undergraduate and one graduate student. (31 January 2022)
Historically Underrepresented Groups Scholarship. The Historically Underrepresented Groups Scholarship (HUGS) intends to increase recruitment and retention of underrepresented minorities obtaining degrees in archaeology. Graduate and undergraduate students. (31 January 2022)
Native American Scholarships Fund (NASF). An endowment established to foster a sense of shared purpose and positive interaction between archaeologists and Native Americans. It supports the Arthur C. Parker Scholarship for Archaeological Training for Native Americans and the SAA Native American Undergraduate and Graduate Archaeology Scholarships. Undergraduate and graduate student funding. (31 January 2022)
For those of you who are new here, the hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. This month I’m talking professional development and why it’s so important, especially for grad students.
Professional development and academics have always been at odds.
Either you write your thesis or you take workshops and courses that make you a better job candidate.
Either you spend your summer working on a field project or you participate in an internship that gives you first-hand experience in the field you want to work in.
But you can never do both. Or so it seems.
The truth is that you can and shouldbe able to do both. But there are structural constraints which make it difficult.
The hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. In keeping with the applications theme, this new addition to the series is on the personal statement.
Thanks to everyone on Instagram who helped with the decision!
A note on the personal statement
This post is about writing personal statements for funding applications, not grad school applications. I realize that there also exist “statements of purpose,” which are sometimes asked for in addition to a personal statement.
Image credit: GREedge (greedge.com)
In the case of funding applications, “personal statement” and “statement of purpose” are often used interchangeably.
Take for example these two funding opportunities from my university:
#1: The statement of purpose must be single-spaced, 12pt font, and three pages maximum including any bibliography, citations, project timetable, graphics, etc. These should be written in language for non-specialists, should describe the proposed research project and discuss its rationale, objectives, design, timetable, feasibility, and methodology, as well as the projected benefits of this trip. If the applicant will be working with an established research project, a description of the organization and the activities in which he/she will be engaged must be included. Applicants should also discuss any language skills needed to conduct the proposed research.
#2: Students’ personal statement…should address the importance of the student’s work in the beginning two or three sentences. The statement should include the theoretical framework of the dissertation, its specific aims, methodologies (how the student is conducting the research), originality, and the significance and contribution of the project to the field…The statement should be written with an interdisciplinary faculty review panel in mind; i.e., reviewers will NOT necessarily be familiar with the technical vocabulary of a specific field.
The purposes of the funding opportunities are slightly different. One specifically supports international research and the other supports work on the dissertation (writing and/or research) more broadly, with an eye toward completion.
However, the requirements for the statements are roughly the same.
If you’re unsure of what to include in a statement, funding institutions usually spell out what sort of information they’re looking for in a personal statement/statement of purpose.
Last month I began a series on “the hidden curriculum.” The hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. This second installment features tips on how to ask for recommendation letters (or references), which can form part of all kinds of applications!
The concept of the “hidden curriculum” isn’t new. However, it becomes more and more problematic everyday. The hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them (this handout by Amy Pistone lays out several of these).
As a first generation, Black graduate student, I think about the things I was never taught how to do a lot. This is because they’ve come up frequently in my academic journey and because they aren’t exactly things that I could’ve learned growing up.
After several months of obsessing over funding applications, I thought that sharing some tips for applying for funding would be a good place to start. It’s actually amazing how I’ve made it this far in my academic career without ever being taught how to do this.
Here are just a few pointers for those of you embarking on the harrowing journey of completing funding applications for the first time. It might be helpful for some of the more seasoned of you, too, since I feel like I’m learning new strategies every time funding season rolls back around.
*To no one’s surprise, the list is currently pretty scarce, despite the fact that I included one grant for Canadian students to round out the resources. However, if there are any funding sources that I missed, please let me know and I will add to the list!*
My relationship with funding throughout my academic career is not entirely straightforward.
In undergrad, I was awarded scholarships to dig in Greece at the Athenian Agora for two consecutive summers.
However, it wasn’t until I got accepted to grad school that I started looking elsewhere for funding opportunities. But little did I know that that was just the beginning of my search.
Grad school is hard enough for anyone who’s looking for funding for anything. However, it is particularly difficult for students of color. We constantly compete with those who are traditionally favored in Classical Studies and archaeology.
In undergrad, I had no idea that grants for BIPOC students existed. In fact, many of these funding opportunities did not exist in 2016.
I received a Frank M. Snowden Undergraduate Scholarship that year and used it to improve my Latin for grad school. I recently applied for the new William Sanders Scarborough Fellowship, but have not yet received my results.
In sum, these are rare and precious opportunities that have emerged for students of color in Classical Studies. As such, I collected them in a place where students of color can access them easily.
In my experience these sorts of grants were not (and still aren’t) widely advertised by individual departments. Go figure.
