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Characteristics of Graduate School Superstars
Graduate school can be a traumatic experience. Some graduate students spend
their time complaining about a heavy work load, uncaring attitudes of faculty,
or constant pressure of being evaluated.
These students quickly begin to
devalue their graduate education, deny its relevance, and develop strategies
that help them to "beat the system" (i.e., merely satisfying degree requirements
without engaging in any actual learning). Graduate school for these people
is an unpleasant experience to be endured, survived, and forgotten as quickly
Another group seems to thrive on their graduate education. According
to Bloom and Bell (1979): "These are the few who proceed through the program
with the minimum amount of difficulty and a maximum amount of quality performance.
They are respected by the faculty, they receive the best financial assistance,
they receive accolades, and as a group, they end up with the best employment"
These are the graduate school superstars. But what makes them
so successful? Bloom and Bell identified four factors which were named
most often by graduate school faculty to identify superstars they had known:
- Visibility: The most often mentioned behavioral characteristic was
visibility. Superstars were observed to be physically present in the department,
during and often after working hours.
- Willingness to Work Hard: The next most often mentioned quality
was that they were hard working. It is important to point out that the
superstars were perceived as hard working because faculty actually saw
them working hard. Other students may have worked harder, but because they
were working hard at home or in the library, they were not perceived to
be as hard working as the superstars.
- Reflection of Program Values: A consistently mentioned quality was
the faculty's perceptions of their professional values. These values were
concordant with program values of research and scholarly excellence. Superstars
also recognized the value of having contact with broad areas of psychology,
even though their own programs might be highly specialized.
- True Interest in Research: Superstars were engaged
in ongoing research projects in addition to their MA and PhD theses. (Non-superstars
did research because it was a degree requirement.) Superstars viewed research
as an integral part of their discipline and a desirable and worthwhile
activity for any professional psychologist. They were curious enough about
a problem to want to see data on it.
- Development of Relationship with a Mentor: From the time they entered
graduate school almost all superstars attached themselves to one or two
faculty members with whom they continued to work during the course of their
training. Faculty reported that they "were easy to teach," "picked up things
quickly," "could receive and use feedback well," "were not constant complainers,"
and "were able to grow into colleague status without taking advantage."
Note that the above characteristics do not include intelligence, excellent
grades, or writing ability. Perhaps these qualities are simply assumed
to exist in superstars.
The lesson to be learned from these findings is
that success in graduate school is due to more than just raw brain power.
It is also strongly affected by dedication, hard work, seriousness of commitment,
clarity of goals, and a willingness to embrace the values of a program.
Adapted from Appleby, D.C. (1990). A Handbook of the Marian College
Psychology Department. Indianapolis, IN: Author.
APA-style reference for this page:
Appleby, D.C. (1990). Graduate school superstars. [From A
Handbook of the Marian College Psychology Department.]. Retrieved from:
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