End of Year Check-In … 2013 is nearly over!

There are many ways a writer can stay motivated.

Setting small goals and meeting them is one example. However, setting big goals also can be helpful.

Setting large goals for the year, for example, can help you to think about the big picture. And, once you meet those goals, it can be useful to think about all you have done so that you can develop motivation to move forward.



The trick is to set reasonable goals and reasonable expectations for meeting them.

The end of the year is a great time to go back to your big goals and see all that you have accomplished during the year.

As I was looking over what I did for last month, I was a bit down because most of what I did was to continue to revise works in progress. It can be hard to see the progress I am making when all I have to say for November is that I revised a chapter and an article and they are still unfinished.

To pull myself out of that slump, I decided to look at all I have done over the course of 2013. And, it turns out I have some major accomplishments to report.

I have been working on a fifteen-chapter textbook for just about three years. I wrote the first chapter in early 2011 and have been moving forward slowly ever since. This was the year for the final push and I managed to write the final six chapters this year! That is 48,000 new words. In addition, I returned to the reviews and made final revisions on each of the chapters. The final deadline for the textbook revisions was December 6, so the book is now officially in production. The book will be out in August 2014, and I will certainly celebrate that. (If you are curious, I have details about the book here.)

I also have been working on a book on deportees for a while. I completed the interviews in August 2010. I finished going through the transcriptions, writing memos and doing the preliminary analyses of the interviews in January 2011. I have been writing up the chapters ever since. In 2012, I wrote the Introduction and the first three chapters. In 2013, I wrote chapters 4, 5, 6, and 7 – four new chapters or about 40,000 words!

In addition to those two books, I have also been working on articles and book chapters for edited volumes. I wrote and submitted one book chapter and one article based on the interviews with deportees. I also wrote a rough draft of another article. Those three pieces overlap somewhat with the book manuscript, but are not exactly the same.

While writing this, I looked back to see what I did in 2012, and my productivity was similar – five textbook chapters and four chapters of the deportee book in addition to a few shorter pieces. It is good to know that I can maintain a consistent writing pace. It is also remarkable to me that my productivity for 2012 and 2013 were so similar. Perhaps I really have found my writing groove! As I mentioned last year, I have been able to accomplish all of this writing by maintaining a consistent writing habit of two hours a day, five days a week.

I find looking back over my accomplishments to be rewarding. It also gives me energy to move forward and keep up momentum for next year.

Now that I am finished with the race textbook, I can focus all of my energies on revising and submitting the book on deportees. There is no doubt that I can be finished with the revisions by Spring 2014. This is fantastic, as I am ready to be done with it!

Once I finish the deportee manuscript, I can work on the three articles I have drafts of. And, then I can move on to my next project!

What about you? Did you make goals for 2013? Have you met them?

Negotiating an Academic Job Offer: What are the Secrets?

The academic job market is difficult, but people are still getting job offers. When you do get a job offer, how do you negotiate? Should you negotiate? I think the answer is yes and I offer some tips for how to negotiate in this post.




For my first job offer, I did not negotiate at all. I had heard I was supposed to negotiate. However, I had no idea where to start or what to ask for. I meekly asked for more moving expenses. The chair said he could not budge on moving expenses. Instead, he offered me $1,000 more in salary and I took the offer.

I had interviewed at another place, yet withdrew from the search before (potentially) receiving an offer. I had heard that I could use a second offer to negotiate, but I feared that I would appear greedy.

It was my first academic job and I was happy to have a job at all. So, I did not negotiate for a better salary.

I am not alone. Only seven percent of women negotiate when they get a job offer, as compared to 57% of men!

After six years in my first job, it became clear that my salary was not competitive. I asked my senior colleagues for advice on how I might get a raise. They told me that the only way to get a raise was to go on the job market and get another offer. So, I sent off three job applications.

One of those applications turned into an interview and then a job offer. The job offer included a significantly higher salary and a substantial amount of perks that I did not have at my then-current position.

Still, I did not want to regret not having negotiated. And, after six years as a professor, I had heard plenty of stories of people getting more resources when they negotiated. So, I decided to ask for more resources in each of the following categories:

• base salary
• research funds
• conference funds
• equipment funds
• course releases
• summer salary
• moving expenses
• housing allowance

For each thing I asked for, I gave a justification. When I asked for help with housing, I explained that I would be unlikely to be able to sell my house due to the housing crisis. When I asked for course releases, I said I would use the time to write a grant. When I asked for research funds, I explained what I would do with the money.

I made out my list of requests and accompanying justification, ran it by a few trusted people, and sent it to the Dean.

I didn’t get everything I asked for, but the Dean was willing to give me some of the things I asked for.

What I found interesting about the process is how simultaneously hard and easy it is. It is hard to work up the nerve to ask for stuff. But once you have the nerve to ask for things and know what to ask for, negotiating is remarkably easy. You ask for it and the Dean either says yes or no.

In my case, the Dean said yes to some things, met me halfway on others, and said no to others.

I took the letter back to my university and they offered me a substantial raise, research funds, and course releases. The hard part was making a decision: should I stay at my job with improved resources or should I leave and venture off into unknown territory?

Eventually, I decided to move because the new job and location seemed like the best option for my family and I was ready for something a bit different professionally.

Now that I have the job and the accompanying resources, I am glad I negotiated because I feel like I got the best deal possible. In my first job, I always had that nagging feeling that I should have negotiated.

The important lesson here is that you never know what you will get if you ask, but you can be sure that if you don’t ask, you won’t get anything.

It's November, also known as #AcWriMo

For the past couple of years, academic writers on social media have begun to participate in #AcWriMo - Academic Writing Month - the academic version of National Novel Writing Month.



I first heard about #AcWriMo from PhD2Published - which has a post announcing and describing the 2013 version of #AcWriMo. I have done #AcWriMo for the past two years - using my Twitter account.

I plan to do it again this year, and I hope you will join me.

Here are the four basic components of #AcWriMo that you might find helpful:

• Decide on your goals. These goals can be simple or multifaceted. For example, you can have a goal of writing 750 words every weekday, or completing four pomodoros every day, or finishing a draft of an article.
• State your goals in a public forum. You can do this on Twitter using the hashtag #AcWriMo. You can do it on the public spreadsheet created by PhD2Published. You can start an accountability group over email with friends. You can post your goals in the comment section below. You can do it anywhere you like. But, don't skip this step!
• Post your progress. If you are on Twitter, you can post daily updates using the #AcWriMo hashtag. If you are on Facebook, PhD2Published also has a Facebook page where you can post. It is important to have public accountability, because it actually works!
• Declare your successes at the end of November and celebrate!

In the spirit of public accountability, here are my November writing goals.

During the month of November, I will write for at least two hours each day. Most of my work is revising, so I will stick with a time goal, as opposed to a word count goal. When I am doing new writing, I will try to produce 500 new words a day.

My specific writing goals include:

1. Put the final touches on OUP15 - the last chapter of the race text I am writing!
2. Revise DEP5 - the fifth chapter of my book on deportees that is nearly finished.
3. Finish writing DEP6 - the sixth chapter of my book on deportees that is in disarray.
4. Pull together a first draft of DEP7 - the seventh chapter of the same book that is all in pieces.
5. Finalize ASA conference paper.
6. Work on grant for next project and submit to any November deadlines.

I will post my progress on Twitter. Happy #AcWriMo!

How to Read A Lot

A few weeks ago, I posted a picture of a stack of books on Facebook that I had on my list of books I need to read. I know many other scholars also have similar stacks of books and articles they plan to read because I have seen such stacks. After posting that picture, a few people wrote to me to ask how I am able to keep up on reading.

I posted that picture nearly three weeks ago, and have gotten through five of those books. This post will explain how I keep up with my reading, amidst my other responsibilites.

As I reflected on my reading process as well as this thoughtful post on reading by David Leonard, I realized that my reading habits have changed over time.

Reading like a single, childless graduate student

My first year of graduate school, it seems all I did was read. My first semester, I read a big book for theory and another book for my race seminar each week. In addition, I did background reading for my first seminar paper. I’d come home from the library with stacks of books and would read them voraciously. With few commitments in my life other than graduate school, I just read all the time.

Fortunately, in my first semester of graduate school, my theory professor Charles Kurzman suggested to all of us that we take notes on every single thing we read and that we label the computer files with a .nts extension. I still have those notes from that semester and the semesters since.

When you have few externally imposed limits on your time, to read a lot, all you need is passion and perseverance.

Reading like a graduate student with small children

My twin daughters were born in my fourth semester of graduate school. If I read anything that semester, it was on how to survive being a mother of twin infants. However, when my twins were five months old, I went back to graduate school and had to figure things out again.

My third year of graduate school was the year I took my comprehensive exams – which meant I had to get through two lists of 100 readings each. To do this, I worked with a group of two other students also studying for these exams, and we made goals for ourselves of the readings we planned to get through and met weekly to talk about those readings. To get through the readings, I left my twins at home with my husband from 9am to around 3pm each day and went to the university to read and take notes. I also would read if and when the twins took naps in the afternoon and evening.

Reading like a new faculty member with small children

When I got my first job, my twins were four years old and my youngest daughter was one year old. We did different things with childcare over the first few years of my job. However, one thing remained constant, and that was that I did not have responsibility over the children between 9am and 5pm.

With small children, it was important for me to be home with them after 5pm. It was also important for me to focus on my work for eight hours each day. Thus, I carved out time during the day to read. I would try and spend at least an hour a day reading.

One other thing I did during this time to keep up with my reading is that, two or three days a week, I would take the kids with me to the gym so that my husband could prepare dinner in peace. The kids would go to the daycare of the gym and I would read for class the following day while on the treadmill or the elliptical.

Reading like a tenured faculty member with children in middle school

When I took my new position at UC Merced, my twins were in their first year of middle school. Middle school has meant that my children are no longer in afterschool programs, and thus get home between 3pm and 4pm. For me, this has meant that I often also need to be home around this time to help my children with their homework and to keep them on track. I have found that I am no longer able to keep a 9 to 5 schedule.

However, another thing has changed, which is that, once my kids are done with their homework, they no longer require my immediate attention. In addition, we have instituted a “no electronics after 8pm” rule in my house. This means that, at 8pm, everyone has to turn off their devices and go into their rooms and read.

I also take this time to read. I find that I generally have enough energy to get in one to two hours of reading after 8pm. I use this time to read for my graduate seminar and to get through my stack of books.

My reading habits have changed over time, but what has remained constant is that reading gets done if and only if I carve out the time for it.

I should also say, in closing, that I also make time to read fiction – either in the evenings, on weekends, or when I travel. This year, I have read every single work by Octavia Butler, inspired by my colleague Erica Williams, who did the same. I also read books by Tayari Jones, Chimamanda Ngozi Adichie, and Tannarive Due.

What about you? What are your reading habits? Do you make time for fiction? Do you read mostly books or articles? Do you use a Kindle or do you prefer paper?

How to Submit an OpEd to a Major Newspaper

Every so often, we academics get fired up and want to write an opinion piece so that the world can hear what we have to say. Just how do you submit an OpEd to the New York Times, The Huffington Post, or the Washington Post?

In a previous post I shared information on how to write an OpEd. Here, I will discuss how you actually go about submitting one.

The first thing you should know is that the OpEd project actually has a comprehensive listing of just about any mainstream media outlet where you might want to submit. That listing is here.

Like most things, however, the process is not as simple as just sending your OpEd to one of those editors and then waiting to see it in print or online. Instead, you have to develop a strategy to ensure the best possible outcome.

Your strategy will depend on a wide variety of factors – mostly timing and your content. Here are a few suggestions for submission strategies.

Strategy 1: Go straight to the top

OpEds have to relate to current news. So, let’s say something major happened last night and you are able to write a solid 800 words about the event and its importance this morning. Lets suppose that, in addition to that, you are able to get two friends to look over the piece, provide feedback, and by 3pm EST you have a solid piece on a major news event.

Ok. That is golden, and you should send the piece directly to the editor of the Opinion page of the New York Times letting them know that you would like a quick response because of the timely nature of your piece. If you have a connection or a direct email address to the NYT or another opinion page editor, send it straight to them.

Someone will see your email. If they want to publish it, they will contact you very quickly.

This strategy works best when you have a hard-hitting piece ready to go on a major news topic. News gets old quickly in mass media, so you have to be ready and act quickly.

That strategy can be difficult, however. Fortunately, there are other options.

Strategy 2: Aim locally

Another option is to try and publish a piece in your local paper. Let’s say you know the school board is meeting in two weeks to discuss a major redistricting plan. Suppose you are an expert in education and have some strong, empirically-based opinions about the redistricting plan in your town.

Here, you have a little bit of room and can spend a few days writing your piece, getting feedback, and revising it. Once it is ready, yet before the school board meeting, you can send it out with the lede: “On Tuesday, the local school board will meet to discuss redistricting. Only one of the plans they have on the table is optimal for our town. Here’s why.”

(By the way, I did not completely make that strategy up. My colleague, Irenee Beattie, actually did this and you can read her awesome OpEd here.)

Strategy 3: Aim left (or right)

There are lots of places you can publish that are not The New York Times. In fact, in the digital era, you can publish a piece just about anywhere and get a million hits if it strikes the right chord.

Do you read any online magazines? I am an unabashed leftist, and I read Counterpunch, Dissident Voice, and the Black Agenda Report. What outlets do you read? If your views are outside of the mainstream, I suspect you are reading more than mainstream media. Think about trying to publish a piece in independent media.

Often independent media will publish articles that are not necessarily today’s news. They also will publish longer pieces. That gives us academics a bit more time to sit and think through our ideas and arguments. You could write a piece today in these outlets about why attacking Syria is a bad idea, but you also could write about something less well-known, like the teacher strikes in Mexico or the future of green energy.

I will also point out here two fine outlets that have published many academics lately: The Boston Review and Al Jazeera Opinion. There may be others, but I have noticed that these two publish many academic voices – including my own!

Strategy 4: Start Early

It can be hard for an academic to respond with lightning speed to the daily news and formulate a well-crafted 800-word article in less than 24 hours. I know. Luckily, you don’t have to.

The other strategy is to predict the future. Think about an OpEd you would like to write. Write it. Then, wait for something to happen in the news that relates directly to your OpEd.

For example, if you work on immigration policy, write an OpEd now. Then, wait for Congress to debate the next big bill. Or, if you work on climate change, write your OpEd and wait for an international forum to happen to submit the OpEd. In many cases, you can write an OpEd which can have many possible ledes.

The good thing about this strategy is that you can recycle your OpEd if it is not accepted. If the New York Times doesn’t publish it, you can revise it, wait for the next major event to happen and send it to the Washington Post.

Over the past few years, I have realized that I am not alone among academics who want to reach a broader audience. As I have had some success in this area, I have realized that strategy can be crucial for success here. Thus, I share these tips with you.

I look forward to hearing your tips and success stories in the comments.

How to Welcome New Faculty with Children: Three Tips

There has been a lot of talk going around the Internet lately about how difficult it is to be a parent – particularly a mother – and an academic. A recent article even called having a baby a “career killer” for women.

As many of you know, I have three school-aged children and I don’t think it is that difficult to be an academic and a mother.

On a research trip with my 3 kids

Nevertheless, in the spirit of offering practical advice instead of entering into a debate about whether or not it is possible to be a good professor and a good parent, I would like to offer some suggestions for how faculty members can make life easier and more pleasant for new parents who join their departments.

Hiring new faculty is one of the most important investments that a university and a department make. Thus, when you learn that a new faculty member has a child or children, it is in your interest to make sure that the transition is as smooth as possible and to cultivate a family-friendly environment for the new faculty.

Tip #1: Introduce them to other parents

Find out how old the faculty member’s children are and introduce them to other people with children in the same age range. There may not be anyone in your department that also has a two-year-old, but you can ask around and find out if someone in another department also has preschoolers. It is important for parents to meet people who have children the same age as their children so that they can share information about schools, activities, and events. If they get along, they may also organize playdates or become good friends.

To introduce the new faculty to others with children of the same age, you could just put them in email contact. It is important to do this before they move into town, such that they can share information about childcare and schools before they move. Once the new faculty member is in town, you could invite them all to lunch or coffee. Or, if you are going to organize a welcoming event for the new faculty, be sure to invite faculty from other departments who also have children. It is very helpful for new faculty to make connections with other faculty members who are also parents.

As I write this, I realize that this advice may be particular to people who live in college towns. However, even when I was in Chicago, it was helpful for me to meet other faculty who had children. We may not have had many playdates because we lived far apart, but we did share experiences and it was important for me to be connected to other parents.

Tip #2: Keep their schedules in mind when planning events or meetings

People who have children often have them in some sort of care arrangement that ends around 5pm or 6pm and is exclusive to weekdays. Keep this in mind and avoid scheduling meetings after this time or on the weekends.

If your department has an annual retreat on the first Saturday of the semester, consider moving it to a weekday. If that is not possible, make sure you talk to the new faculty member to help them figure out care options. Keep in mind that if they just moved to town, they likely do not know anyone they feel comfortable leaving their child with for an entire day. If they are a single parent or have a spouse who is traveling or working on that day, they may simply be unable to attend a Saturday event.

If your department has a tradition of evening or weekend events, think of ways to make those events family-friendly. Faculty members can seek out baby-sitters on occasion to evening attend events, but, we’d often prefer not to. Usually, we have children because we actually want to spend time with them. Therefore, if there are ways to make events family-friendly, think of ways to do so.

Some of your events may already be family-friendly, for example, if you have a yearly welcoming picnic, let new faculty members know they are welcome to bring their children.

If you have an annual faculty dinner, think of ways to make it family-friendly. One way to do this is to have the event at a faculty member’s home and hire a babysitter who keeps the small children in a separate room. Alternatively, have the event earlier in the day and have it in someone’s backyard where children can run freely. Be sure to note that children are welcome on the invitation.

Tip #3: Never Insinuate That Being a Parent Makes Professors Less Valuable or Productive

Having children does not automatically make a person a less valuable or productive professor. There may be a “motherhood penalty” but that is due to unfavorable policies and practices, not to the simple fact of having children.



If your department is not family-friendly, then, yes, having children will make your colleagues less productive. But, that is because your department or university has failed to provide a structure that facilitates their success, not because they chose to have children.

It is true that parents of small children have to attend to their children. They need to pick up their kids from daycare at 6pm and they need and want to spend time with them on the weekends. However, if their children are in full-time care, which generally runs from 7am to 6pm, Monday to Friday, they have plenty of time to be productive during that time period. Some of us even do extra reading or other work in the evenings once the children go to bed. We may even respond to emails while holding a baby. It is certainly possible to be a parent and a productive academic, so never assume that it is not.

I have already written extensively about how academics can be productive by working forty hours a week. As parents, many of us have no choice but to figure out how to do this – to be productive within the time that we have.

So, remember to think of your new colleagues with children as a wonderful asset to your department. And, make them feel welcome. That way, the tremendous investment the university has put in them through their hire will be sure to pay off.

Professors who are parents: What are your ideas for things departments can do (or should not do) when welcoming new faculty who are parents?

Start the Semester off Right: Make a Weekly Template

How are you feeling about starting the semester?



One strategy I find useful to allay anxieties about the semester is to take some time and plan out how my workweek will look. Doing this allows me to feel as if I am in control of my semester and makes it clear that it is possible to have a cool and calm semester. (I explain the importance of taking control here.)

The end of summer usually involves a shift in the daily and weekly workflow for academics. During the summer, most of us have fewer commitments and many of us do not teach. Personally, I have always made a point to avoid the lure of extra income and not teach during the summer. As for administrative responsibilities, these accrue as one advances in one’s career. However, I try to keep those to a minimum during the summer months. Because of my research interests, I also usually spend nearly all of my summer outside the United States.

This past summer, I traveled to Guatemala and Mexico - which also explains why I have not been posting to this blog all summer.

This August, once again, I find myself looking towards the fall semester and thinking about how I am going to organize my time. My children start school on Monday, and I teach my first class on September 4. This gives me some time to get used to the rhythm before the semester starts in full force. During this time, I plan to try out a new schedule and see how it works for me.

The idea is that I will create a weekly schedule that has my fixed appointments for the semester and also carves out time for things I need to do but could do at any time: prepare class, read, write, exercise, eat, and respond to emails.

Kerry Ann Rockqeumore calls this schedule your “skeleton.” She suggests making one each week. Mine does not look like a skeleton at all, so I prefer to refer to it as a template. I find it useful to make a template at the beginning of the semester and setting up repeating appointments in your calendar so that your template is ready each week when you decide on your specific goals.

How to make a weekly template

When making my weekly template for the semester, the first thing I think about is teaching, as teaching has a fixed schedule and I need to set aside time to teach and to prepare for class. I am fortunate to only be teaching one class this semester. Thus, I block out the time I will teach as well as a few hours to read and prepare for class. I am teaching a graduate seminar and we will be reading a book each week. Thus, I need to set aside time to ensure I finish reading the book. I will have time to read for this class in the evenings, after the kids go to bed, but, from experience, I know I also have to set aside time during the day to read and think about the books before class.

The next thing up is office hours. I have set those on Thursday afternoons.

Up next is writing. I know I write best in the mornings. My children will leave the house by 8:30am each morning. And, my goal is to write for two hours each morning. From experience, I know I need to set aside two and a half hours in order to get in two hours of writing, so I will set aside 8:30am to 11:00am each morning. Once I do that, I remember that I need to be more efficient on Wednesdays when I teach, so I cut Wednesdays back to 10:30 and give myself some extra time to prepare class.

I need to go up to campus on Wednesdays to teach and on Thursdays for office hours. I usually bike to campus, and it takes me about 45 minutes. So, I set aside an hour to get to campus on Wednesdays and Thursdays. Biking to and from campus also counts as exercise for those two days. Once I do that, I remember that I often don’t finish all of my administrative tasks during office hours on Thursdays. So, I decide I should go to campus on Fridays as well and take care of business. I can use Friday afternoons to write reports, submit receipts, review materials, and clean out my email inbox.

We all know how time-consuming email can be. So, I set aside another hour before lunch each day to take care of email. If I focus on email and avoid being sucked into the Internet vortex, this should be enough time.

Then, I remember I also need to set aside some time to read. As I mentioned earlier, I do find time to read in the evenings. However, I also need time during the day to download articles, order books, and select what I will read. So, I decide to set aside Monday afternoons to select readings and to read for the week.

I also need to get in my daily exercise. I will get in enough exercise from Wednesdays to Fridays by biking ten miles back and forth to work. So, on Mondays and Tuesdays, I set aside an hour for exercise each day.

I color-coded my schedule so that I can see at a glance how much time I am dedicating to writing (red), admin (green), teaching (orange), and self-care (purple).

The Weekly Template is a Model, not a Mandate

As I make this schedule, I know from experience that probably no week will go exactly like this. However, it helps me to have a structure. It also is a reminder that I am very busy and have lots of things to do, even though I am only teaching one course.

Inevitably, someone will ask to have a meeting with me during one of the times I have set aside for something else. That will be fine, though. Having this visualization of my ideal week will allow me to see what I need to move around in order to make time for a meeting.

If I need to have a one-on-one meeting, my first suggestion will be that the person come to my office hours. If that does not work, I have also set aside time on Thursday and Friday afternoons to meet. If neither of those times work, I will move things around. For example, if I need to meet on Tuesday afternoon, I will have to spend some time on Monday preparing for class. Or, if we meet on Friday at 11, I will have to get an early start on my writing and pack my lunch to take to the office. If the meeting is casual, I can suggest we meet for lunch any day of the week.

If I am asked to join a group meeting, I will suggest that the meeting happen on Thursday or Friday afternoon. My next preferred time will be a different afternoon. As usual, I will do my best not to schedule meetings during my writing time, as I know from experience that mornings are my most productive times for writing.



What about you? What will your ideal week look like? Do you find making this kind of schedule helpful?