Identify the issue
Understand the Context: Academic Generations
Learn how generational differences can cause conflicts and misunderstandings in school and at work.
Learn tips to improve communication and build rapport between you and those of a different generational cohort in your university and field
“I was used to being at the top of the class and getting really good feedback from professors and people telling me I’m the rock star. And he never ever did that. And so that was hard. I felt like I was definitely out of my element to be in a place where someone wasn’t pumping me up all the time.”
“There were also some personal things going on in my life so I kind of felt like, OK, I need to bring him up to speed. And I felt like it’s important — it was important to me, not necessarily to be vulnerable with my personal stuff but to get him to understand where I’m coming from.”
“My advisor expects me to be available to her day and night, but I simply refuse to give up my nights and weekends.”
“Children today are tyrants. They contradict their parents, gobble their food, and tyrannize their teachers.” --Socrates, Greek philosopher in Athens (469 BC - 399 BC)
We all long for more free time, and we all wish we received more recognition for our work, right? It sure seems that way, but there is some indication that the younger generations of our culture are especially demanding of things like free time and positive feedback. In fact, it is possible that some common conflicts and misunderstandings between advisors and advisees (see Common Concerns: Advisor Issues) can be explained by generational differences in values and expectations.
The concept of generations is “fuzzy” (Campbell et al., 2017) in that there are not definitive differences between birth cohorts. Rather, it is useful to think about differences that arise due to socialization practices shaped by the larger sociocultural and historical environments of time periods.
Self Test
After how hard I have worked in graduate school, I deserve to land a high-paying, well respected job.
True or False: Does the previous statement represent "me" generation thinking?
- A. True
- B. False
Generational scholar Twenge (2006) compared data from the Baby Boomer generation with data on what he has dubbed the “Me” generation (people born after 1970). According to Twenge, the “GenMe” generational cohort is:
- less concerned about conformity and adhering to social norms
- less deferential to authority
- more open about their personal life and more blunt about their opinions
- more likely to externalize problems
- more inclined to place a higher value on leisure and work/life balance
- more likely to feel entitled to wealth, success and praise
- more concerned with the individual self (in other words, more self-centered)
He summarized what was found to be the major differences between the values of the Baby Boomers and “GenMe”:
| Baby boomers | Generation "Me" (Millennials) |
|---|---|
| Self-fulfillment | Fun |
| Journey, potentials, searching | Already there |
| Change the world | Follow your dreams |
| Group sessions | Watching TV and surfing the web |
| Abstraction | Practicality |
| Spirituality | Things |
| Philosophy of life | Feeling good about yourself |
- A. Pragmatic
- B. Workaholic
- C. Multitasker
- D. Conformist
| PhD Student (Millennials) | Senior Faculty (Baby Boomer) | |
|---|---|---|
| Approach to Research | Research is “Me”search, exploring multiple research interests | Becoming an expert in one area, a specialist |
| Approach to Career | Open to exploring multiple career opportunities; shaped by technology and globalization | Sticking to one career for 30+ years, loyal to career |
| Approach to Technology | Technology (Zoom, Email, Group Texts, Slack, Facetime, Tik Tok) is necessary and apart of daily life | Uncertain about how to use technology and does not see it’s value |
| Approach to Work-Life Balance | “Work smarter, not harder”, place value in life outside of work and take vacations/breaks | Feel a high responsibility toward the workplace, but it can also mean more stress and less work-life balance |
Disclaimer: We recognize that doctoral students and professors can be in the same birth cohort. This is just a guide for how to bring awareness and navigate conversations around generational differences relevant to academic expectations and interactions..
Best practices for working with advisors or key players in your career who may be from a different generation.
- Take a moment to reflect on whether there might be a difference in values or perspectives that might contribute to interpersonal difficulties
- Consider whether you want to disclose personal information to your advisor
- Take initiative with research and projects, and try to troubleshoot minor problems on your own.
- Ask for feedback and direction directly (and use the feedback you asked for).
- Set boundaries for yourself, but be sure to follow through on your commitments.
- Show that you are willing to do quality work and meet deadlines but also set boundaries for yourself.
Generalizations about birth cohorts are about groups of people specifically from the American context and on populations in the millions. The module titled "Your Personality and Preferences" describes how culture, gender and personality traits also all factor into how well you get along with another person, independent of age. Still, being sensitive to potential generational differences between you and the key players in your career (like your advisor) is another tool that can help you to improve these important relationships.
Campbell, S. M., Twenge, J. M., & Campbell, W. K. (2017). Fuzzy but useful constructs: Making sense of the differences between generations. Work, Aging and Retirement, 3(2), 130-139. https://doi.org/10.1093/workar/wax001
Chavez, A., & Jayson, M. (2015). Generational diversity in the academia: Ramifications and challenges for educational Leaders. Journal of International Education and Leadership, 2(1), 1-9. https://files.eric.ed.gov/fulltext/EJ1135351.pdf
Hernaus, T., & Vokic, N. (2014). Work design for different generational cohorts: Determining common and idiosyncratic job characteristics. Journal of Organizational Change Management, 27(4), 615–641. https://doi.org/10.1108/JOCM-05-2014-0104
Leuty, M. E., & Hansen, J.-I. C. (2014). Teasing apart the relations between age, birth cohort, and vocational interests. Journal of Counseling Psychology, 61(2), 289–298. https://doi.org/10.1037/a0035341
Parry, U. (2017). The evidence base for generational differences: Where do we go from here? Work, Aging and Retirement, 3(2), 140–148. https://doi.org/10.1093/workar/waw037
Rourke L.E., & Carter L.M. (2018) Leading and working with millennials in universities: A case of delicate dancing or “You’re not the boss of me!”. In: Cho C., Corkett J., Steele A. (eds) Exploring the toxicity of lateral violence and microaggressions. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74760-6_15
Steen, A., & Shinkai, K. (2020). Understanding individual and gender differences in conflict resolution: A critical leadership skill. International Journal of Women’s Dermatology, 6(1), 50–53. https://doi.org/10.1016/j.ijwd.2019.06.002
Trzesniewski, D. (2010). Rethinking “Generation Me'': A study of cohort effects from 1976-2006. Perspectives on Psychological Science, 5(1), 58–75. https://doi.org/10.1177/1745691609356789
Twenge, J. (2013). Teaching Generation Me. Teaching of Psychology, 40(1), 66–69. https://doi.org/10.1177/0098628312465870
Twenge, J. M., Campbell, W. K., Freeman, E. C. (2012). Generational differences in young adults’ life goals, concern for others, and civic orientation, 1966–2009. Journal of Personality and Social Psychology, 102, 1045–1062. https://doi.org/10.1037/a0027408
Yawson, D.E., & Yamoah, F.A. (2021). Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort. Computers in Human Behavior, 114, 106558–. https://doi.org/10.1016/j.chb.2020.106558
Yu, H., & Miller, P. (2005). Leadership style. The X Generation and Baby Boomers compared in different cultural contexts. Leadership & Organization Development Journal, 26(1), 35–50. https://doi.org/10.1108/01437730510575570
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How to make friends with colleagues to encourage a supportive environment.
The importance of sharing stories of sexual harassment with others and realizing that you are not alone.
Dealing with Inappropriate Events
Suggestions for how to deal with sexist comments.
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The importance of learning from failed experiments.
Seeking Support Outside the Department
How to refute sexist comments and challenge gendered assumptions.
How a positive advisor challenged his students to think for themselves.
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The importance of learning from mistakes and persisting despite setbacks.
The importance of learning from your effort, regardless of the outcome.
Advice on how to seek out support in graduate school and how to bounce back from setbacks.
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Strategies for negotiating as a faculty member.
When it's time to graduate and when it's important to start learning on the job.
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Advice for balancing research and fun in graduate school.
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How to adapt experimental methods to match a lifestyle.
How to negotiate a schedule for raising a family and overcoming setbacks in a new career.
The importance of giving yourself credit and remembering why you are doing what you're doing.
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Advice for graduate students on how to maintain their confidence, courage, and dignity.
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How to handle being accused of having an affair with the advisor.
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Teaching as the impetus for work.
Discusses necessary precautions to take as a female student working late nights on campus.
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Being accused of cheating and regrets about not being more assertive.
Being accused of cheating and regrets about not being more assertive.
The importance of self-authorship and using graduate school as a process for self-definition.
Reminder that support can be found in unexpected places.
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Alternatives to departmental isolation and the importance of networking.
Environmental issues faced in academia.
The importance of first impressions in choosing a graduate program.
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Adjusting physical appearance to fit in with peers.
The importance of remembering that graduate school is only one part of a larger career.
Describes an incident of receiving a lower grade than a man for similar work.
The opportunity for freedom, growth, and collaboration as a faculty member.
How to survive the aftermath of a sexual harassment incident.
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The Importance of Having Positive Working Relationships: A Case Study
An alternative way to approach being the only woman in a given situation.
Contributions to the field are reflected through choices.
The importance of sharing stories of sexual harassment with others to gain support.
The importance of finding the right advisor to support your research goals.
How to handle being accused of having an affair with the advisor.
Explains when to confront a problem and when it may be better to maneuver around it.
How to be upfront, direct, and assertive when confronting instances of sexual harassment.
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Class performance builds confidence to remain in program.
Captures the annoyance of male colleagues making sexist assumptions and the challenges with conferen
The importance of recognizing the progress that has been made by women in science fields.
Advice for accomplishing your academic goals without making unnecessary compromises.
Emphasizes the challenge with saying no, but the importance of learning to do so.
How to make friends with colleagues to encourage a supportive environment.
Underscores the challenges that come from being the only woman in an academic department and gives s
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How the physical space in a laboratory allowed for collaboration among colleagues.
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How to observe others' reactions to subtle comments in order to gauge an appropriate response.
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Departmental reactions to the choice to have children.
How to refute sexist comments and challenge gendered assumptions.
The importance of sharing stories of sexual harassment with others and realizing that you are not al
Confronting a male colleague with contradictory findings at a conference.
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The importance of picking your battles to avoid unfair labeling.
Reminder that it is not necessary to feel comfortable socially to do good science.
Gender stereotypes faced in getting into graduate school and conducting research.
How to seek support from administrators outside the department when dealing with departmental sexism
The first realization that being a woman in science was outside the norm.
Challenges of being international and female, particularly with regards to an academic career and th
Suggestions for how to deal with sexist comments.
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The process of establishing yourself in the same department as your spouse.
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Notes the challenges of a dual career marriage and the obstacles in fighting for tenure and balancin
The process of overcoming setbacks related to career options and personal relationships.
How to balance motherhood responsibilities in graduate school.
The importance of supportive peer relationships.
Being married in graduate school and having children as a faculty member.
Advisor's experiences encourage well-informed career decisions.
The importance of a supportive network of colleagues.
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Taking time off before pursuing her PhD.
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How to sustain taking time off and pursuing the PhD later in life.
Advises how to keep family informed about research goals and progression from student to faculty mem
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The importance of defining clear goals, remaining self-confident, and learning to say no.
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The importance of knowing what you want and expecting tradeoffs on the path to get it.
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Using leisure activities to relieve stress and build friendships.
The satisfaction that comes from working with colleagues and interacting with others.
The decision to get married in graduate school.
The importance of maintaining a balanced lifestyle to alleviate stress.
Addresses personal relationship sacrifices.
The importance of nurturing relationships outside of academia.
Explains the choice to have children in graduate school.
Challenges with being married to a fellow academician and finding faculty positions.
How a flexible schedule as a professor made it possible to have a family and a career.
The importance of evaluating your priorities to create balance and happiness.
Appreciation for advisor's assistance in transitioning to the US.
Emphasizes the joy in working with others and giving back to society.
Chronicles the evolution of a career over time.
Suggestions for how to increase women's participation in science with an emphasis on policy change.
The importance of being open and honest with your advisor.
How a positive advisor challenged his students to think for themselves.
Highlights the obstacles faced when trying to have research reviewed by the advisor and emphasizes t
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Challenges faced with establishing yourself as an independent researcher separate from an influentia
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The importance of finding a good advisor and making sure to get everything in writing.
Challenges in confronting the advisor with news of pregnancy.
Experiences with an international advisor.
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An Arizona State University project, supported by the National Science Foundation under grants 0634519, 0910384 and 1761278
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