From graduate student to ethnic researcher: a challenging journey

The goal of this position article is to convey the message to junior faculty with diverse personal characteristics (i.e., female, minority, or majority ethnic scholars) that obstacles encountered in their academic experience may be the result of being perceived as a symbol of sociohistorical problems. For conveying this message, I will tell my story by referring to what I have experienced as transitional phases: (1) "becoming an international student," (2) "from ambassador to minority," (3) "the great insight, sharing our problems," and (4) "overcoming using coping strategies in academic life." Emphasis will be given to coping strategies that I have developed for facing challenging sociohistorical problems while protecting my psychological well-being. Although the literature is sparse, coping strategies are discussed using available literature and personal experiences including the ability: (1) to assume that most problems affecting diverse junior faculty are sociohistorical, (2) to acknowledge the importance of finding mentors for the psychological well-being of junior faculty, (3) to stop replying to stereotypic views and to use energy and time more productively, (4) to respond selectively to collegial and student feedback, (5) to proactively establish collaborative activities, and (6) to have clear career development objectives. I conclude by recognizing the need for junior faculty to assume an advocacy role for creating a new era of equality and change in academe and in multicultural America. Thus, junior faculty need to undergo a major insightful realization leading to an awakening experience portrayed by the phrase: It is not only me.