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About exitiumax

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  • Interests
    History, History of Capitalism, Foreign Policy, Social Studies Education, Education Philosophy
  • Application Season
    2020 Fall
  • Program
    Ph.D US History

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  1. Hi! These threads are amazing to read and I’ve become increasingly encouraged by them and decided to reach out and ask a few questions. I am currently a high school history teacher (going into my 5th year) applying to History Ph.D. programs next year (or perhaps the year after). I received my BA in History and my MA in Social Studies Education. I’ve begun researching potential departments and faculty that could be a good match. My broad area of interest is in political development, particularly the development of a conservative political identity (i.e. pro-capitalist, anti-welfare state, anti-union, etc.) in the post-war period, but beginning as a business-elite backlash to the broad social and economic policies of the New Deal. Bridging my two fields of study is the fact that I want to explore how business elites and their organizations funded or created programs and curriculum aimed at interesting high school and post-secondary students in capitalism and the corporate structure, generally. (This is much in vein of recent works by Kim Phillips-Fein, Kevin Kruse, and Nancy MacLean.) My undergraduate GPA was 3.25 (a few rough semesters due to family/medical issues but a clear upward trajectory) and my graduate GPA was a 4.0. My undergraduate thesis was about educational law, policy, and their outcomes. I also wrote a decent-length paper about my research interest in the development of a conservative political identity. No publications. I’ve begun doing detailed research on programs and faculty but still have two major questions: How closely do research interests need align? My research interests don’t exactly fall under “History of Education” (an extremely limited field) — rather, education is merely one institution through which some political identity was spread. I'm also unsure if they're too narrow to fit under categories such as "History of Capitalism" or "Economic History". Is one faculty member with related interests enough to warrant applying to a program? Perhaps if I better understood how closely interests need align (generally, I’m looking for people doing either a.) political development/identity research or b.) education-related research (w/ a focus on society rather than policy). Would something like History of Capitalism or Economic History align closely enough? Other specialties? (My interests extend to these areas and the project, I think, could be understood as a history of either of those where I trace the development of these programs as related to particular economic policies, circumstances, and periods.) My current list of potential schools and advisors is as follows: Brown (Steffes) Princeton (Kruse — emailed, interested + encouraging) BU (Schulman) NYU (Fein) JHU (Burgin) Berkeley (Brilliant) UCLA (Aron; Higbie) UC-Davis (Olmsted; Rauchway) UChicago (Levy) Michigan (Brick) Northwestern (Boyle; Gadsden; Mehrotra) I’m still looking for places to apply (would love to cast as wide a net as possible) and faculty that have interests related to mine. Would love some suggestions if anyone happens to know of related research interests! Also always welcoming reading suggestions Sorry for the wall of text!
  2. To address your first point, I think you know it's obviously untrue that socioeconomic background plays no role in attaining prestigious awards. You're making a meritocratic argument, which, of course, implies that academic success happens in a vacuum. The opportunity to even get to the position where you are vying for prestigious awards is often derived from prior socioeconomic circumstances (i.e. where you went to school, how much time and energy you can put toward your education, etc.) Anyway, I qualified for application fee waivers at the universities I applied to. Most asked to see evidence of past and current financial hardship. I had to provide evidence that I received particular types of aid during undergrad and I also had to report my current economic situation. As for what @cyborg213 mentioned about studies that provide data about the implications of class on graduate study, I was looking for such a thing when I was writing my personal statements. I found some good federal data about rates of matriculation and graduation, but nothing granular enough for what I wanted to use the data for (then again, I didn't look particularly hard). This is all to say I'm rooting for everyone here! Hoping to hear something. I'm horrified of being strung along until April and ultimately never getting an acceptance or hard rejection.
  3. My former professor at Boston University, Dr. Travis Bristol, now teaching at UC Berkley, has done extensive work on retaining teachers of color. He focuses primarily on male ToCs. I think his research includes reasons for ToCs leaving the profession as well, but he doesn't attribute it to "burnout" per se, but rather a lack of institutional systems of support. Check his stuff out!
  4. I haven't. I haven't had much guidance on how to compile that type of email. Would reaching out to him and asking him if our research interests align closely enough be warranted?
  5. I'm preparing a SOP and was considering which faculty to mention as potential advisors/committee. One professor focuses on History of Education and War and Empire (the fields my research is most closely related to) within the context of post-Revolutionary France, whereas my research would focus on modern America. Is this too much of a discrepancy? Should I avoid mentioning him at all? Thanks!
  6. I don't have the time to go through and grade the entire essay, but will I say is that it's very choppy. There are a lot of short sentences, even sentence fragments that could be combined to make the essay more succinct. For example "Our physical capability was lacking in comparison to other species, but through technology we bridged this gap. This enabled humans to hunt more safely and efficiently. Our reliance on this technology did not make thinking deteriorate, but rather enhanced it." Something along the lines of that is more fluid in an essay compared to your second paragraph. I also think your first sentence is a blunt way to start and could be approached differently. I think the content and argument is viable, but the writing could use some refinement.
  7. I know you asked for spelling/grammar mistakes, but, the introduction is choppy. Perhaps review the first, second, and third sentences. You can likely combine them all to make something that sounds better and flows more smoothly. For the fourth sentence, think about if you were to remove "humane deportation centers." Would the sentence still make sense "while still delivering private detention centers." How do you deliver a private detention center? The word "delivering" applies to both humane deportation centers and private detention centers. I would try to reword that sentence too. The sentence that follows the question is a run-on/sentence fragment. I would advise against questions generally, but that statement following doesn't need the extra phrases after the comma, and doesn't really serve a purpose in the introduction. Rather than ending the introduction on what "we" (who is we?) need to do, you should form a thesis outlining what topics you are about to discuss regarding immigration. The introduction sets the tone for, and guides, the entire paper. Rework that aspect first and you should notice yourself making significant changes to the rest of the essay.
  8. So this doesn't answer your question at all really, but I went to Pitt for my undergraduate degree and was deciding between their MAT program or Boston University. Ultimately I chose Boston, but like you, it was just because I wanted to experience something new while I can! The people I spoke to within the School of Ed at Pitt were very helpful and they have a high standard for admittance. Pittsburgh is an awesome city and is gentrifying its surroundings (this may be a negative for some) quickly. It's definitely much cheaper compared to D.C. and offers a lot of the same type of stuff. Three great sports teams, some incredible museums (both art, science, and history), and a true melting pot of cuisine! It would be a fine place to spend the next 5+ years while pursuing your doctorate!
  9. I'm currently in a master's program which I began the semester after I finished my undergraduate degree. I'm 22, and definitely one of the younger ones in the School of Education master's across all sorts of fields. There are plenty of students ages 25 and older, some in their 30's as well. Being 30 is nothing to be worried about. I don't even realize some of those in my cohort are nearing their 30's while I'm just beginning my 20's. The field unites us.
  10. Hi everyone. I am currently in the final semester of my masters in education and have come to the conclusion that I would like to continue my education and pursue a PhD. I am currently completing a degree in Social Studies education, and would like to also pursue my PhD in that same field of study. My current program has led me to read a lot of academic work, and one such author resonated with me each time I read his work. After a quick search of his name in a bout of curiosity, it turns out he is the program director/doctoral advisor for a Social Studies Education program. The schools website, under the tab of Curriculum Studies and Teacher Education in History and the Social Sciences, states the following: "There are no formal prerequisites for admission to the program in History/Social Science Education. Experience in teaching history/social science is an asset and provides a useful entry point to many of these questions. But more important than any set of prior experiences is a boundless curiosity to understand how the past shapes understanding in the present and how we can learn more about designing effective educational programs. Candidates interested in this concentration should get in touch with [professor] at [professors email]." I do not have any teaching experience, yet, but since I have yet to take the GRE and haven't applied for the 2017 year, I will have a gap year in between my masters and potential doctoral programs in which I plan to receive teaching offers. My question is, what exactly, and how exactly, to say to the professor when contacting him? I am fairly certain of what I would like to research, and reading plenty of his work, am sure it aligns well with his ideology.
  11. Hi everyone. So, I am currently in a Master's program and have come to the decision that I would like to pursue a doctoral degree. My current school didn't require any post-secondary exams so I have yet to take the GRE. Because of this, I will have to wait until next application cycle to apply to doctoral programs. This current program will end in May. I was wondering when I should inquire about potential LOR's for doctoral programs? By the time next application cycle comes around, I fear the professor will not be as familiar with my work or ability as a student. Further, asking now seems rather odd. Has anyone faced a situation like this where they intended to take a year off between degrees? Any suggestion? Thanks in advance!
  12. double spaced, so realistically it's currently pretty short.
  13. Currently working on my Equity and Inclusion statement as part of Boston University's School of Education application. I am extremely passionate about equity and inclusion, having focused my studies in Civil Rights and my plan of becoming a teacher in a low socioeconomic and minority area, yet, I'm struggling with this essay. The length is two pages, so far I'm at about one, but I don't exactly know which parts to expand on for length without sounding redundant. If anyone can read it and give me some feedback that would be greatly appreciated!
  14. A little late - but if you haven't applied yet I'll give it a look. I'm also applying to BU so if you would like to look at mine as well, that would be very helpful. Thanks!
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