Chapter 6 of “A Guide to Professional Development for Graduate Students in English” by Cindy Moore and Hildy Miller offers various methods to improve the quality of performance in graduate-level studies. It suggests that the professors in graduate schools offer a certain degree of assistance. However, it is often students’ priority to look for opportunities for promotion and advocate their candidacy. In addition, promotional forums may aid in the process of delivering personal accomplishments and securing a meaningful position in research or assistance. Nevertheless, the student must focus on the prioritization of personal health, which includes physical and mental aspects. Stress and mental breakdown would greatly affect personal goals set for graduate studies.
The chapter suggests that during the studies and work, it is essential to maintain several perspectives to compile them into a healthy view. Some of the examples provided include the consideration of the diminished value of teaching assistance during the studies as the process marks up little time in one’s life. Similarly, the approach to the studies should not be clouded with the emphasis on the personal incompetence or strictness of professors. Nevertheless, there is a need for professionalism as expectations at graduate schools include enhanced responsibility, autonomy and collegiality.
The graduate framework also incorporates various diversity challenges for the students. There might be gender issues related to the negotiation of personal and professional roles and competing demands. Research suggests that minority students struggle with the hierarchical structure of graduate schools, such as the management of relationships with professors and peers. Another challenge in graduate schools is an academic discourse that follows masculine traditions.