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stereotype them and imply that there is something  abnormal about
them. It includes:
physical assault;
circulation of leaflets, magazines, badges and other materials which
degrade lesbians and gay men;
heterosexist graffiti and offensive posters on the walls which act as a
continual method of humiliation.
Just as with most of the other forms of harassment we have been discuss-
ing in this chapter, this kind is an offence with legal sanctions which can
be used against the perpetrators when it creates an intimidating environ-
ment. It can take many different forms ranging from violence and
aggressive bullying to more subtle ways of making people feel nervous,
embarrassed or apprehensive because of their sexual orientation. Hetero-
sexist harassment intimidates people in such a way that they can miss out,
HOW TO SURVIVE 129
for example, on sponsorship for trying new ideas due to lack of confidence
resulting from being victimized. Ways in which you can help to overcome
problems of discrimination against you if you are lesbian, gay, bisexual or
trans-gender are given in the action summary.
Mature students
Not all students are young, newly graduated and single. Increasingly
married people, or those in established relationships, who have children,
mortgages and the whole range of responsibilities are deciding to do
research work. There are some subjects where these mature students (i.e.
those in their 40s and over) are the norm rather than the exception. In
architecture, management and social work, for example, it is usual for PhD
students to have spent a period as professionals in the field before coming
back to carry out their research. But in many subjects mature students are
very much in the minority.
They have a number of particular problems to contend with. For some,
particularly women, there are much more demanding domestic circum-
stances to cope with. Many have to juggle responsibility in caring for
children, elderly relatives, etc. All mature students will probably have to
combat ageism and the negative images that go with it. They, even more
than their younger peers, may be constantly having to demonstrate their
intellectual ability. It should be pointed out that at the time of writing, in
the UK unlike the USA, ageism is not illegal.
Mature students also have to relate to fellow students who are of a much
younger generation and fit in with them. This fitting in can present par-
ticular problems because of the common misperception that mature stu-
dents are experienced and therefore able to cope. Members of academic
staff and students further along in their studies are more likely to behave
in protective ways towards younger students than they are towards older
ones. Such assumptions of competence may well be true in general but in
the rarefied world of the university, where the mature student is new and
not fully aware of the rules and how things work, old patterns do not help.
New mature students are particularly vulnerable in such situations since
their learning must include how to play the role of student again.
Relationships with supervisors can present difficulties too, with the stu-
dent often subject to conflicting emotions. There may be resistance to
accepting guidance, with students unconsciously feeling that they should
know better than their younger supervisors. This may be coupled with a
desperate attempt to obtain knowledge without letting the supervisors
know how ignorant they feel. As a mature student, you have to make a
particular effort to meet the supervisor in an adult to adult relationship.
However, with appropriate determination, these handicaps can be
130 HOW TO GET A PhD
overcome. DSP is particularly proud to have been the supervisor of Dr
Edward Brech who has been in the Guinness Book of Records as the oldest
British recipient of a PhD degree at the age of 85. The UK record is now
held by a woman who was awarded the degree at the age of 93. Suggestions
for tackling some of the problems associated with being a mature student
are given in the action summary.
Students with disabilities
Professor Stephen Hawking, the world-renowned Cambridge physicist, is
an inspirational example for people with disabilities who wish to progress
in the academic world. Indeed many universities have some disabled
people on their academic staff who can serve as role models. However, not
all academic environments are physically capable of accommodating the [ Pobierz całość w formacie PDF ]