SCIENCE MEETS: Dr. Jeni Pathman
Dr. Jeni Pathman speaks on being a first-generation academic, representation, and the power of mentors.
In May 2022, Dr. Thanujeni “Jeni” Pathman served on a panel for the Toronto Area Memory Group (TAMeG) conference and spoke on ways that developmental cognitive neuroscience can contribute to our understanding of memory. Following the conference, Jeni and I continued the conversation over Zoom discussing whether eye movement scanning patterns differ between young children and older adults. However, perhaps a larger amount of time was spent sharing our respective career journeys. We talked about how important it is for the advancement of the field to normalize honest conversations about the myriad pathways to academic success, and, in particular, to share the stories from first-generation academics. We decided to revisit this topic in detail for Science Meets. We closed out 2022 discussing the critical importance of mentors and representation, and what systemic changes are needed in our field so that all trainees and PIs may thrive, no matter their background.
JDR: How did you get into science? Did you have this career modeled for you?
JP: I am a first-generation academic. I was born in Sri Lanka, but my mother and I left the country when I was 1.5 years old because of the escalating civil war and political unrest. We moved to Saudi Arabia where my father was working. We lived there for a few years before we ultimately settled in Canada. Here, both of my parents worked multiple jobs to provide for us. It wasn’t easy for them, as for many immigrants. My parents knew they wanted my brother and I to have an education, to do well in school, so we wouldn’t have to struggle like they did. So, a career as a professor and scientist was not directly modeled for me, but the value my parents placed on education was impactful. While studying, I had jobs, I received student loans and scholarships, all of which helped make my education possible. Following my undergraduate degree, my family was supportive of my decision to move to the USA to pursue a PhD.
Having mentors helped open my eyes to what was possible when I was an undergraduate student at McMaster University. I was interested in science, especially in high school, but the first couple of years at Mac were hard. I didn't realize I could talk to professors or go to office hours; as a first-generation university student, it never even dawned on me. I always felt like this was something I *shouldn’t* do, that I would be bothering them. Some first-year science courses I did well in, but others I couldn’t figure out. Tests were multiple choice; huge lecture halls. It was taking me longer to read, and to keep up the pace. I felt like I wasn’t getting it. Those kinds of moments make you think ‘oh I can’t do this; I am not smart enough’. Eventually I started to figure it all out, but it took me time. I took Psychology as an elective and later on I had my first experience with psychology research, volunteering in Daphne Maurer’s lab. She was great. She saw potential in me; she gave me experience. I started an honours thesis with her, and she opened my eyes of where I could go from there. Even though I was considering graduate school I really wasn’t sure what was possible. She knew I was interested in developmental cognitive neuroscience, so she was like, “OK, so apply to work with the best in the field…don’t restrict yourself.” If she hadn’t done that, I don’t know what I would have done. After undergrad, I worked with Ellen Bialystok and Gus Craik at York University and the Rotman, walking the same halls as Endel Tulving. It helped me make some money before moving for graduate school, but also helped me get even more interested in memory research. I applied to graduate school to work with Patricia Bauer who was moving to Duke University at the time; her lab and I then moved to Emory University where I completed my grad studies. Patricia was an amazing mentor, as evidenced by her recent recognition from APA. Then I had a postdoc with Simona Ghetti at UC Davis, another great mentor. I got to work with all of these brilliant people, fabulous scientists and female role models. Even as a faculty member now, I still rely on their advice.
Reflecting back, in elementary school, my classes were with mostly White kids, then it eventually became more diverse. Throughout graduate school and postdoctoral training, I guess I stuck out, but I didn't feel it at the time. Now that I’m getting older, I see the stats of how many people of colour make it as an Associate or Full Professor. I’ve often been in the minority and only more recently have I been reflecting on that. I had such awesome people as friends and mentors, but looking back: why didn’t I feel comfortable reaching out to professors in undergrad? Oh, most professors I had were older White males. Now when I look back and I see feelings of not belonging, I’m trying to understand where that came from.
JDR: As a woman of colour and a first-generation academic, what do you wish other academics knew or could see?
JP: All of us have privilege to be in this position, and it would be helpful for academics to think about their privilege. Those who weren’t first-generation, who had generous mentors, who are White, who are able-bodied, who are financially stable, etc.; figuring out a way to use that privilege to positively bring someone else up to make academia more diverse—the way it should be. To be aware of their biases so no one feels like an outsider. So that no one feels discrimination. Unfortunately, there are people who are defensive about that privilege and don’t like to acknowledge it. There is still an idea about what an academic or scientist should look like, and so many of us do not fit those criteria. These biases impact trainees and faculty that do not fit the mold or those that have less privilege – in various interactions, when applications are being reviewed, during job negotiations, in so many ways.
When I give talks in high school about careers, students come up to ask me questions after. Once they all happened to be South Asian girls, like me. I think that when students see someone who is representative of them, they are more likely to approach and get that help they need. They are more likely to realize this is a career path they can follow. Universities are trying to have initiatives to hire more diverse faculty, including Indigenous and Black faculty—and we need to do way more to get it close to what it needs to be—but it's not just about recruiting. It's about making them feel comfortable and supported. Once someone is hired, are they going to have a department that supports them? It’s important to think about retaining faculty and moving them through the promotion ranks. The percentage of Black, women faculty who are hired and make it to Full Professors is appallingly low, for example. Even when incredible scientists and academics from historically marginalized groups are hired, why do they feel like they can't continue? It’s important to think about recruitment, but we need to expand that to think about retention.
JDR: Are there things that your institution, or people in field, did right in order to retain you and help you succeed?
JP: There were definitely faculty and individuals who took it upon themselves to reach out and help me feel connected. I’m appreciative of the senior faculty who took time to get coffee with me or include me in some way. This is a great way for senior faculty to support their junior faculty: foster inter-professional relations, grab coffee, share documents, show what a successful grant application looks like, etc.
JDR: What has been most surprising from your experience as an academic?
JP: Science can be really, really fun, but it’s so dependent on the group of people that you're working with. I’ve had awesome students, collaborators and mentors. I haven’t experienced too much of this, but if you’re working with people who are more competitive, it can suck all the fun out of it. I haven't had to deal with that, but I am trying to be careful. It is a hard thing for junior faculty members to navigate.
JDR: What has been your proudest moment as an academic so far?
JP: When I see the students doing such amazing things. When my students reach their milestones or publish a paper, I am so proud. I love hearing about undergraduate and graduate student successes. When teaching smaller undergraduate classes, or as a research lab mentor, we get to really know our students, and better understand all of their challenges, which makes their success even more amazing. There are so many students who are going through so much—dealing with physical health and mental health issues, working full-time jobs while taking classes, pushing through despite stressful life-changing events, and on and on. When through all that they reach a goal or attain something they worked so hard to achieve… it always gets me.
Follow Dr. Pathman on Twitter, and see some of her personal photos on our Instagram.
