Emotion in academia (especially if you’re young, and a women)

Dear Secret SESS scholar, please help.

An older-male-herr-professor recently told me that a critique I wrote in response to his article was ’emotional’ (he cringed at the word).

It (my critique) was emotional.

It was an emotional response to a framework published in a powerful journal that I am afraid will shut-down important future research trajectories.

Why academia needs emotional, passionate women:

http://www.theguardian.com/women-in-leadership/2015/jul/23/why-academia-needs-emotional-passionate-women

By the way, my co-author on that response was an established-male-academic. I wonder if he would have been accused of being emotional as well.

Thank you,

LJH (initials create so much gender mystique, non?)

 

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Graduate students navigating social-ecological research: insights from the Long-Term Ecological Research Network

Very insightful and helpful paper for graduating students navigating social-ecological systems research, from a graduate student perspective! Hot off the press here: http://www.ecologyandsociety.org/vol21/iss1/art7/

BY: Sydne Record , Paige F. B. Ferguson , Elise Benveniste , Rose A. Graves , Vera W. Pfeiffer , Michele Romolini,  Christie E. Yorke, Ben Beardmore 

Abstract: Interdisciplinary, collaborative research capable of capturing the feedbacks between biophysical and social systems can improve the capacity for sustainable environmental decision making. Networks of researchers provide unique opportunities to foster social-ecological inquiry. Although insights into interdisciplinary research have been discussed elsewhere, they rarely address the role of networks and often come from the perspectives of more senior scientists. We have provided graduate student perspectives on interdisciplinary degree paths from within the Long-Term Ecological Research (LTER) Network. Focusing on data from a survey of graduate students in the LTER Network and four self-identified successful graduate student research experiences, we examined the importance of funding, pedagogy, research design and development, communication, networking, and culture and attitude to students pursuing social-ecological research. Through sharing insights from successful graduate student approaches to social-ecological research within the LTER Network, we hope to facilitate dialogue between students, faculty, and networks to improve training for interdisciplinary scientists.