Today, we are going to be discussing some aspects of US grad applications and interview aspects that you need to consider in advance!

*This is written from a general STEM POV so may not directly apply to other fields.
#DisInHigherEd #PhDChat #GradSchool #DisabledInSTEM
STEM PhD and some STEM Master's programs in the U.S. are funded, but the stipend amount and source of funding vary among programs. Some require fellowship applications to be submitted alongside graduate applications.
While programs mention "guaranteed" funding for a certain amount of time, most funding for stipends after the 1st year are paid directly by your advisor, so you will want to make sure the advisor has the funds to pay you because the advisor may not clarify for you
Alternatively, there are diversity fellowships (e.g. NIH, NSF, Ford Foundation, Gilliam) that can supplement your stipend or cover it.
As a disabled individual, you are eligible for a graduate application fee waiver. Clarify with the program of interest because they may not advertise...
Your statement of purpose is an opportunity to highlight your creative thinking and philosophies that cannot be understood by simply reading the bullet points off of your CV/resume.
The research statement can be considered your writing sample to determine how well you understand the larger question, methods used, results, and broader impacts of the work you've completed thus far.
Some programs may ask for a single statement of purpose, which is a combination of your research statement and personal interests.
As with any essay, make sure you have smooth transitions between paragraphs and themes.
Some big-ticket items to address:
1. What long term career goals do you have that make you want to pursue this specific degree [over any other]?
2. What skills have you learned through your experiences, whether research-based, volunteer-based, or event planning-based?
3. How do these skills prepare you for pursuing this specific degree or career?
4. If you could specify the broader impacts of your work outside of what it taught you about research/graduate school, it is one way to show the readers how you think about your research questions.
5. What does this program offer you in terms of training or services that compel your interest in attending this program specifically?
Whether interviews get extended to you can sometimes depend on previous interactions with faculty. It is helpful to reach out to potential advisors before your application is completed, as the potential advisors can put in a good word for you to the admissions committee.
It is okay to just start this interaction with an email saying:

"I'm interested in doing research similar to what you have done (mention themes/topics or published papers of interest). Are you taking on any students next year and if so would you have time for a call?"
Interviews: Some programs will wine & dine you (i.e. pay for every aspect of travel, lodging, and food), while others will interview you remotely or ask you to pay for your own travel/lodging.
If they do provide it for you, you may need to clarify accommodations, because not all programs will ask you or consider this.
If it's an in-person interview, ask for a schedule of events, even a rough one ahead of time. They will try to line up a bunch of events & pack it into a VERY tight schedule, without recognizing the needs of disabled students.
Some specific interview questions you may get asked include:
1.Why do you want to do research?
2. If you had all the money in the world, who would you invite for a conference talk?
3. If you had all the money in the world, what research question would you try to answer?
4. REALLY specific questions about the techniques you've used.
5. Why did you use this technique and not any other to answer this question?
6. What were your specific roles in the research group you worked with?
7. What are your strengths and weaknesses?
Disclosure

This is a complicated question for disabled people/people with disabilities. Do you want to disclose your disability?

No one can answer this question for you, it is completely your decision. There is no right or wrong answer to this.
Some reasons why people do choose to disclose in an application:
- They don't want to work/study anywhere that has a discriminatory/negative attitude to disabilities.
- Some of their achievements/CV may be related
- They want to talk about their disability
Some reasons why people choose not to disclose:
- They don't want to
- Ableist society
- Their personal circumstances
There are many reasons for disclosing or not. It's YOUR decision, not anyone else's & it is personal.

An ableist thing that may come up from non-disabled people that is absolutely NOT a valid reason for disclosure: "so the company/university knows what they're getting into."
If people have other advice, feel free to add to this thread! This is just some advice from our experiences.

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More from @DisInHigherEd

29 Oct
And for my last tweet before heading off to a physio appointment (as one does): I want to talk about professional development for disabled folks in higher ed.
This month of #DEHEM takeovers and panels has featured a lot of conversations about mentoring. It's clear that there is a huge gap when it comes to mentoring disabled students/grad students/post-docs/early career scholars/etc... I'm not going to re-run those polls.
Mentoring is a pretty broad category, so I want to get specific: what do disabled folks need from mentors in addition to the usual stuff? (This poll is obviously a super partial list, so please continue the discussion below!)
Read 7 tweets
29 Oct
Making space for disability in higher ed includes radically remaking tangible, material space within the academy. What does your workspace, office, or lab look like? How have you used the space in ways that support your disabled bodymind?
One major way that my workspace differs from the ableist norm is that I mostly work from home. I have had to fight hard for that, but keeping my workspace at home means I am able to do more with fewer consequences to my health. It grants me greater flexibility during my work day.
My workspace includes the following:

An L-shaped desk and a split keyboard so that my arms remain at my sides and supported when typing rather than out in front (causing dislocated shoulders and muscle spasms).
Read 7 tweets
29 Oct
And for my next trick... Let's talk about what we mean by higher ed. I attended an elite 😬 liberal arts college for undergrad, and I'm doing my PhD at a top-tier 😬 research institution, but I teach at a low-barrier, 2-year institution.
I doubt any of these institutions do disability as well as they could/should, but a lot of our conversations about disability in higher ed overlook low-barrier institutions. I want to dig into that a bit.
I haven't been teaching long enough to gauge how the institution itself supports disabled students, faculty, and staff, but from the perspective of an instructor: I appreciate being in an environment that recognizes students have lives beyond the classroom.
Read 13 tweets
29 Oct
Let's kick the day off with a discussion about disability identity in higher education. Whether someone's condition is congenital, acquired, progressive, etc..., coming into one's disability identity can be a process--particularly in the context of higher ed. (Polls below!)
I consider Ehlers-Danlos Syndrome sort of the "grand unifying theory" of my many conditions because the rest commonly co-occur with EDS. Because EDS is genetic, I have technically had it my entire life, and in retrospect, I've been affected by it for my entire life, however...
It wasn't until my second year of my PhD that I started to suspect my bodymind was unusual in... let's say, a clinically relevant way. That was also around the time when I started to really struggle to contort my bodymind to fit the structures of academia.
Read 25 tweets
29 Oct
Hello all! This is Corin (aka @the_tweedy, any pronouns) and I am so excited to be taking over the @DisInHigherEd account today as part of Disabled Empowerment in Higher Education Month! #DEHEM
For those who don't know me, I'm a PhD candidate in geography at UBC and an instructor at Langara College. I study cats, gender, and domestic space, and I teach Langara's intro to human geography course.
I'm also (proudly! vociferously! unapologetically!) disabled. Among my many diagnoses that lead me to encounter ableist barriers in higher education are EDS, ADHD, chronic migraine, and CFS/ME. (I will spare you the whole list because of Twitter's character limit!)
Read 5 tweets
5 Oct
The disability community has many common terms/words that may not mean anything to newly disabled folx or allies. We've put together a list of some of these terms/equipment that people may regularly use! Disabled folx, let us know if we're missing any! #DEHEM #Disability101
1. Disability
There are many definitions for disability.
One of the most used is the CDC definition which has three dimensions to it:
1. Impairment
2. Activity limitation
3. Participation restrictions
This criterion is very broad/vague but this makes it slightly more inclusive.
However, this definition does not truly represent the dynamic nature of disability. Two people with the same type of disability can be affected in very different ways.

There is no one size fits all solution to anything got to do with disability.
Read 27 tweets

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