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Living at the Intersection: Reflections on the Graduate Student Experience

Martyr MA PictureGuest columnist: Meredith A. Martyr, University of Minnesota – Twin Cities, Class of 2019

What social identities do you currently identify as most central to you? I identify as Pansexual, Feminist, and Cisgender Woman.

Progressing through my PhD coursework, I have become increasingly aware of my various identities and their impact on one another. Appearing as a cisgender woman, I am often assumed to be heterosexual by my classmates, professors, and colleagues. Appearing cisgender carries both a constant awareness of the privilege this provides me, and a continual reminder of the assumption that others make regarding my sexual orientation.

On one particular day, I was sitting in a doctoral seminar class discussing feminism in counseling psychology. Many of my classmates spoke very highly of feminism ideology and the “great progress” that has been made by the second wave feminist movement of the 1960-70’s. Identifying as pansexual and a feminist, I felt that it was pertinent in that moment to bring up the social oppression and silencing that occurred within the lesbian, bisexual, and pansexual communities at the hands of the cisgender second wave feminist movement. My classmates were confused by my critiques of second wave feminist ideology, and at that moment I felt it was important to share my sexual orientation in order to explain the conflicting appreciation and caution I have for the feminist movement. As I opened my mouth to share my pansexual identity, I feared hearing common microaggressions such as, “I never would have thought you would be pansexual,” “You don’t look like you would be into women,” or “I am relying on you to bring the gay perspective to this discussion.” Despite this fear, I experienced the compassion and increased self-awareness that can come from hearing and/or sharing a personal narrative. As I shared my narrative of how uplifting and restricting feminism could be for a pansexual individual, I felt an energy shift in the room from confusion to insight as my historically marginalized perspective was heard and acknowledged. It is my hope that by continuing to share my narratives, others may continue to develop a greater awareness regarding the fluidity of sexuality and gender.

I am appreciative and humbled by the openness, authenticity, and respect that I have received during my graduate education. The foundation that my graduate program has laid down has provided a space of safety and trust. The best advice I can pass on to others who have various intersecting identities would be to investigate the department’s involvement with different social justice movements and their approaches to working with a diverse set of identities. Additionally, I would recommend sharing your narratives only when you are ready or wish to do so. I would not have shared my intersecting identities with my professors and colleagues if I did not feel respected and safe within the academic environment created by my graduate program. As I move forward in my graduate training program, I look forward to expanding my own self-awareness and experiencing new opportunities to engage in meaningful and impactful discussions regarding the complexity of intersecting identities.

This column is part of a monthly series highlighting the experiences of students and professionals with diverse intersecting identities and is sponsored by the APAGS Committee on Sexual Orientation and Gender Diversity and the Committee for the Advancement of Racial and Ethnic Diversity. Are you interested in sharing about your own navigation of intersecting identities in graduate school? We would be happy to hear from you! To learn more, please contact the chair of APAGS CSOGD (Julia Benjamin, jzbenjam@gmail.com) or CARED (James Garcia, jjg0136@gmail.com).

Living at the Intersection: Reflections on the Graduate Student Experience

Bianca poindexter

Bianca Poindexter

Guest columnist: Bianca Poindexter, Northeastern University, Class of 2015

What social identities do you currently identify as most central to you? I identify as Black, Queer, Cis-Woman, Able-Bodied, 24, and Christian

If you could go back in time, what advice related to your intersecting identities would you give to your former self upon applying for and entering graduate school? The advice that I would give my former self when applying for graduate schools would have been to think even bigger and go even further out of my comfort zone. I would have also said to search for programs that had more people with intersecting identities, including both the students and the professors; to expand my horizons. I would have explained to that young woman entering graduate school to not be so anxious, intimidated, and not feel so unworthy of where she was; that she deserved to be there, like everybody else, and to not be ashamed of who she is.

Describe an instance where you were “forced” to choose or represent one identity over another. How did you negotiate this instance? What did you learn from this experience? I was put in the position of representing the voice of the LGBTQ population on several occasions in the classroom. I was not “forced,” but I felt that if I did not speak to the reality of some of the issues that the LGBTQ population was facing, then no one would. I felt that many people in my cohort knew very little about that population or had blinders on to those issues. Some were not understanding of the fact that those issues affect not only myself and others in the class, but also a large population of people whose voices are finally being heard, or that such issues could affect people they know who are afraid to come forward. I felt that it was my duty and obligation to make sure they understood that the LGBTQ population has a face and a name. Not everyone but some of them definitely needed to be woken up to what the reality of the situation is.

How have you found support and spaces to talk about your intersecting identities as they relate to graduate school and your quality of life? Coming into this program at Northeastern University, I was already intimidated and felt like there would be no one to express my whole self with. I somehow lucked out to meet another woman in my cohort, Amanda Weber, who I could identify with. She and I built a friendship on like interests and we could discuss our identities, as well as school together and not feel judged. I found others in the program who turned out to be very accepting, as well as my academic advisor, Dr. Tracy Robinson-Wood. It was amazing and relieving to have a group of people to vent my frustrations and my struggles to. These people helped me get through the program and understood where I was coming from on different levels. I have two friends in the program who are Black, several who are women, and one who identifies on the LGBTQ spectrum. It was exactly the group that I needed to make the graduate experience less isolating, as well as my friends and my mother back home in Georgia who had great listening ears.

This column is part of a monthly series highlighting the experiences of students and professionals with diverse intersecting identities and is sponsored by the APAGS Committee on Sexual Orientation and Gender Diversity and the Committee for the Advancement of Racial and Ethnic Diversity. Are you interested in sharing about your own navigation of intersecting identities in graduate school? We would be happy to hear from you! To learn more, please contact the chair of APAGS CSOGD (Julia Benjamin, jzbenjam@gmail.com) or CARED (James Garcia, jjg0136@gmail.com).

Obtaining Clinical Experience Through an Undergraduate Applied Experience

If you are interested in applying to graduate school, obtaining clinical experience may be beneficial in creating a memorable graduate application, as well as preparing you for future graduate studies. Discussing your clinical experience both in your graduate applications and in interviews may provide the important hook that makes you stand out to admissions committees. Many universities offer variations of an “Applied Experience” or “Undergraduate Practicum.” This experience also allows you the opportunity to learn more about the population you are interested in working with and apply psychological principles in a multitude of settings or human services agencies.  It is important to realize that although doing an applied experience is a great opportunity to be exposed to specific populations experiencing a variety of psychological symptomatology, your role during an undergraduate applied experience or practicum is far different than that of the role you may expect in graduate school or as a clinician.

Steps to Obtaining an Applied Experience
1. Check your university’s course catalog that there is a practicum for course credit.
2. Identify your local human services agencies (referral agencies can be found on your County’s Human Services web page) and if applicable, faculty clinics.
3. Review the agencies and call the ones that serve the clients in whom you are interested.
4. Speak with your advisor and express your interest in a supervised volunteer experience for course credits.

Reflecting On My Experience
I opted to complete an Applied Experience with the Department of Child and Family Services in Corpus Christi, Texas.  At Child Protective Services (CPS), I had the unique opportunity of working with social workers and meeting with the licensed clinical psychologist who works with cases referred by CPS.  I was able to ask questions and understand the process of getting families the help and services that they need.  This was also my first opportunity to speak with a psychologist and learn about the day-to-day life of working with clients.  At CPS, I observed interviews between the caseworkers and children and shadowed caseworkers during home visits.  I attended court hearings and witnessed parents lose custody of their children and had the opportunity to provide guidance and modeling during parent- child supervised visits.  Each caseworker that I shadowed was such an inspiration to me and I was amazed at the training they received in self-care.  In a career that experiences so much burnout and stress, these social workers demonstrated the importance of mentally removing themselves from their jobs and “detaching from the office.”  This was one of the best pieces of advice that guides me as a graduate practicum student now working with my own clients.
This experience allowed me the opportunity to realize my interest in working with trauma cases and specifically survivors of childhood abuse.  When applying to graduate Clinical Psy.D. programs, I knew that I wanted to be in a program that would allow me the opportunity to develop specialized knowledge in the field of trauma psychology. If you are able to complete an applied experience, remember that it is what you take away from the experience that will help you to develop professionally and set you apart from other applicants!

Editor’s Note: Jenna Lyons is a third-year clinical PsyD student at Nova Southeastern University.

Living at the Intersection: Reflections on the Graduate Student Experience

A Moment in the Life of a Single Mom Graduate Student

Guest columnist: Teresa Hulsey, B.A., University of North Texas

I look at the clock. It is 2:00 in the morning and I can finally sleep after finishing my report. Suddenly, I wake to the sounds of my three-year-old daughter crying. I look at the clock again; it is 3:00 in the morning. I rush to her bedroom and recognize the telltale signs of a stomach virus. As I gather a change of clothes and carry her to the bathroom my mind begins to rush through all of the work that will have to wait, and all of the people I now need to reschedule with or notify that I will not be attending school. Despite knowing the understanding nature of both faculty and students, I am still frustrated that I cannot be two people at once: the single mom who takes care of her daughter and the graduate student who gets all of her work done on time.

Later, after contacting necessary people, no one implied that I am irresponsible or using my daughter as an excuse. Actually, everyone expressed concern, sent well wishes to my daughter, and relayed desires for me to get back to them later. Times like these contributed to me allowing myself the space to discover what life looks like for me as a mother and a graduate student. The best student I can be looks differently now that I have my daughter, and the best mom I can be has changed now that I am a student. I have spent this first year of graduate school learning and redefining what being the best me in these important life roles means.

Ultimately, my daughter reminds me that graduate school is not my life. I also discovered that the world will not end if I cannot attend school, am late to a meeting, or turn in late work. I have been able to witness how resilient my daughter is and that the quality of our time together can be more meaningful than the quantity. I have experienced the outpouring of love and support from close family and friends who contribute to my daughter’s development.

Advice from my mentor and program director significantly helped me this past year. These pieces of advice were to first, accept help and second, when completing work think “done, not perfect.” I still struggle with both of these, but am willing to appreciate that I am human. If I could go back,  I would tell myself to appreciate the struggles. The struggle represents being blessed to be a mother while able to pursue my passions. So, in that moment while my thoughts rushed about school as I carried my daughter to the bathroom, I then became aware of whom I was carrying. I realized that my daughter needed me in this moment, and all else could wait. The best me, even with the demands of school, refocused on her. This 3:00 AM moment filled with an assortment of stomach virus symptoms warranted appreciation. This was a moment I could never get back.

This column is part of a series highlighting the experiences of students and professionals with diverse intersecting identities and is sponsored by the APAGS Committee on Sexual Orientation and Gender Diversity and the Committee for the Advancement of Racial and Ethnic Diversity. Are you interested in sharing about your own navigation of intersecting identities in graduate school? We would be happy to hear from you! To learn more, please contact the chair of APAGS CSOGD (Julia Benjamin, jzbenjam@gmail.com) or CARED (James Garcia, jjg0136@gmail.com)