Shortly after I was accepted to the doctoral program, I ordered business cards, thinking that they would come in handy at conferences and the like. I filled in the form, and checked off the box marked “PhD Candidate.” After all, now that I was in the program, that’s what I was, right? A candidate?
It turns out there are designations, and that “candidate” indicates, typically, that you have completed any required coursework and have demonstrated – through comprehensive exams or papers, or both – that you have sufficiently immersed yourself in your field and are now prepared to take on original research.
The graduate secretary and the print shop were happy to accept my order, though, so I was the proud if confused owner of 250 business cards that erroneously identified me as a PhD Candidate.
When I told my supervisor about this mistake, she laughed and confessed that she had made the same mistake, introducing herself as a PhD Candidate as a newbie in her program. We’re actually working on a paper together now, exploring who makes what assumptions in the graduate context – because while the business card gaffe may be an innocuous blunder, there are assumptions made, by students, faculty, and institutions, that may have more dire consequences, or at least more embarrassing ones. Our conversation began with me relating the frustrating experience I had in applying to the program; the frustration stemmed from the institutional assumption that I (a) knew departmental faculty, (b) knew that I was expected to work with someone in preparing my application, and (c) knew how to remedy the situation if (a) or (b) were not true.
We all make assumptions, as teachers, as students, as parents, as citizens. As teachers, we may assume that students understand our instructions and know what to do with our feedback, for instance. We may assume that our colleagues share our beliefs about our role as teachers, and that our institutions will support us in our pedagogical choices. We may assume that someone will tell us that we’re not “candidates” yet, rather than signing off on a card order.
I think that a large part of the writing and dialogue I’ll engage in in the next few months will involve recognizing and challenging my assumptions – considering why I’ve made such an assumption, why it persists, and whether or not it’s valid. At least now that I have presented and defended my methodology and concepts papers, I can use those business cards 🙂
Maggie, PhD Candidate