- Speakers at MLA generally are skeptical of idea of shrinking Ph.D. programs
- The humanities Ph.D. is a calling, not vocational training (essay)
- CUNY Graduate Center hopes to offer a public model for reform of doctoral education
- Humanities doctoral programs show unexpected boost in new students
- Problems and potential solutions in humanities doctoral education (essay)
As Scott Jaschik points out in his January 13, 2014 article, “The Third Rail,” the terrible stress our newly minted Ph.D.s in English, comp lit, and foreign languages confront when they begin the job search seems only to be escalating rather than abating. Understandably, then, many Modern Language Association convention sessions, as well as a growing body of publications, have been taking up a variety of proposals for addressing the job crisis. Jaschik mentions the session I chaired, “Who Benefits? Competing Agendas and Graduate Education,” and he carefully articulates the basic positions of the panelists as we were all in general agreement that shrinking the size of graduate programs in English would not be the best way to remedy the situation. But the reasons we hold those beliefs in favor of expansion rather than contraction seem to have slipped out of view. I would like to highlight them here.
Let me begin by stating the obvious nature of the suffering: When you defund public higher education, someone is going to have to pay, and it has been our colleagues forced to accept unethically precarious working conditions both during and after grad school, and students at all levels burdened with massively increasing educational debt. These are circumstances we must protest with all the solidarity we can muster. But all this misery, the sense of lives ruined, institutionalized failure, personal anguish — these horrors come not just from oversized grad programs, but from a much larger capitalist economy that is wreaking havoc on many workers and unemployed poor in and out of academia. As Marc Bousquet has explained, it is not a market; or, at least, it is not a “free market” in any real sense despite our common rhetorical reference to the horrors of the “job market.” It is a system we are caught in, and one orchestrated, it’s true, by our own institutional structures that have now been fine-tuned to serve the champions of privatization, defunding, and austerity. In this type of economic system, higher education has become a kind of laboratory for the production of a precarious, contingent, low-wage faculty. The economic inequality within the profession mirrors the economic inequality in the society. From any ethical perspective, it is a system that has gone terribly wrong.
What has been most missing from the discussion about graduate school size has been a concise understanding of why the market logic doesn’t work for English grad programs, and the main reason is because it is not an accurate description of how the system really works. If it were a case of supply and demand, it might make good ethical sense to reduce the overproduction of Ph.D.s to meet the lower demand for tenured professors. In short, if you could reduce the supply without altering demand, this equalizing would clearly make it easier for graduates to get tenured jobs for the simple reason that there would then be fewer Ph.Ds competing for the same number of jobs. But the system does not work that way. Rather, when you reduce supply by shrinking graduate programs, you also end up reducing demand (as I will explain in what follows): our system is so structured that we cannot reduce the one without reducing the other, and that’s a real ethical and political conundrum.
When you shrink graduate student enrollments (the supply side), you inevitably also shrink the size of graduate programs, which means, willy-nilly, that you decrease tenured faculty lines (the demand side) because they are the folks teaching in grad programs. Administrators would be happy to shrink our programs and eliminate some tenured lines through attrition and retirement because new, cheaper temp hires can easily fill in to teach the few undergraduate lower-division classes that some tenured faculty teach.
The gurus of supply and demand would like nothing better than for us graduate faculty to do our own regulating by cutting down of our own accord on producing so many new highly educated people schooled in the legacies of critique and dissent. We then serve the wishes of those seeking more power to hire and fire at will the most vulnerable among us who have no protections under a gutted system of tenure and diminished academic freedom. The system can play itself out under the contraction model, then, as a vicious cycle of reducing supply, which reduces demand for tenured faculty (while increasing the non-tenure-track share of the faculty), which calls for further reducing of supply. To believe that contracting the size of graduate programs can, in and of itself, improve the situation is a misattribution of cause and effect: The real cause of the job misery is the agenda for privatization and defunding public expenditures orchestrated by the global economic system that has been producing misery and suffering for millions of lives around the world as socioeconomic inequalities continue to magnify.
Now, having said all that, I also want to be very clear that there are strategic, local situations where reducing graduate student populations in order to expand funding and support for them, or in order to revise a program (hopefully without shrinking tenured faculty lines), can certainly be the most ethical thing to do. So I am speaking at a general level of overall tactics for the profession, and at that level, shrinking (without other forms of compensation) inevitably leads to weakening graduate education, not strengthening it through some mythical model of “right-sizing” to be achieved by a proposed matching of supply and demand.
But, of course, the pain is real, and it reaches fever pitch in the transitional moments of crisis when graduate students face the “market” for jobs. The wretched system we endure makes it impossible not to sympathize with graduate students who understandably often argue that we must reduce the supply of Ph.D.s to give them a better chance to get a job. Under these enormous tensions, the short-term, crisis-management model of supply and demand can especially seem like the only fair-minded option.
In those moments of anguish, which I myself witness every time one of my own students reaches this transition stage, our only ethical task is to support them and listen to them as best we can to help them navigate the transition. So I want to make sure that my remarks here are not intended to provide any specific advice other than the obvious need for support. Specific situations and contextual demands will have to be navigated with all the pragmatic skills and rhetorical resourcefulness possible. In contrast, then, to a focus on the crisis moment of the job search, I have framed my comments here in terms of a big picture narrative.
From the longer and larger perspective, what becomes most clear is that our system of having elite graduate faculty surrounded by masses of non-tenure-track teachers mostly fulfilling service functions of teaching lower-level humanities distribution courses and writing courses fuels that cycle of devolution. We need, then, to change the academic system over which we do have some control. Systemic changes can be difficult to even imagine, but it is by no means impossible as long as we understand that it will not happen in an overnight revolution. And the first step inevitably leads us to examine more critically the ethical and political work of both curricular revision and resource allocation. In short, it leads us to a careful analysis of the systemic class structure within the profession, bolstered as it is by procedures and policies, many of which we actually have some degree of professional autonomy to alter.
Of course, the resistance to institutional transformation remains overwhelming at times, and the struggle to mitigate our academic hierarchies and internal class stratifications is a long-term project, well beyond the scope of these comments. To even imagine such changes in our local institutional circumstances, we will have to make many arguments convincing our colleagues that a more collective and collaborative approach to teaching assignments will be beneficial for us all in the long run. And I have at least some evidence that something like what I have been suggesting can actually happen. Where I teach in the Pennsylvania State System of Higher Education (PASSHE), our collective bargaining agreement affecting all 14 universities with a total enrollment of over 100,000 students has created an anomaly in U.S. higher education: more than 75 percent of all faculty on all campuses are tenure-track lines (the inverse of the national percentage average), and all faculty teach all levels of courses.
Much work remains to be done, and we too continuously struggle against state underfunding and the pressure to hire more temporary faculty. But the potential benefits of these efforts, I believe, would make our profession less stratified and more responsive to public needs for high quality education at all levels, so that, ultimately, the humanities will become a more vital part of the social fabric of everyday life for more citizens. That is a goal we should never abandon.
David B. Downing is director of graduate studies in literature and criticism at Indiana University of Pennsylvania. He is the editor of Works and Days, and his most recent book (co-edited with Edward J. Carvalho) is Academic Freedom in the Post-9/11 Era.
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