Graduate student and the Narcistic Faculty member(s)

by Kevin
(Taiwan)

I had already been teaching English for 15 years and had worked in many environments while completing an MA in Political Science and another MA in Teaching English as a Second Language.

I decided to go back to graduate school--if I could get funding, so I applied at a well-endowed university with my 3.9 average.

I got a TA-ship at one in Texas, but when I showed up at the university a few weeks earlier the only professor in the department was a (malignant?) Narcissist.

He seemed friendly and supportive of my goals and my combining my diverse interests in education and research public and federal institutions.

I was older than a majority of students in the seminar and had worlds of experience in education. Eventually, I stopped speaking up as every time I had something to say the professor ignored me and the other students began to observe a confrontation of wills.

Meanwhile, it turned out that this particular narcissitic professor of political science was busy churning out articles--and even books on education in Texas.

It became clear in one of the discussions in the seminar of his research methodologies whereby he was making both some global and local errors, such as not distinguishing between students in bilingual education and students in English as a Second Language Education programs. (I never said this in the class. I only clarified when he said he didn't know the differences between ESL and Bilingual education--and was lumping students from both programs into his research, statistics, and publications.)

The goal of the former, Bilingual Educations, is to maintain and improve two languages of students simultaneously. Special foci might be on the spoken language or on the written language or both.

The latter, public school ESL programs, are curricula that focus solely (or primarily) on improving English language skills for those students who do not speak English at home or do not come from English speaking backgrounds.

The problem of lumping students from these two types of curricula into analyses of success in other areas of school academics (across the State of Texas)was obviously problematic from an educational perspective: How could students of programs with two somewhat diverse project goals be placed as individual or in aggregate statistical anaylses in, for example, weighing improvements in math and science performance, as registered on any one standardized test (over Time T+)?

However, this master researcher, a Doctor Of Political Science, and publisher of Educational research literature, freely admitted he did not even know their was a difference in ESL and Bilingual Educational programs.

As I raised the issue calmly and explained politely what the distinction was in that seminar, I realized I had just placed another chip on the Narcissist Professor's shoulder.

Although I earned A and B grades under all other professors in that graduate department at that Texas university, this professor gave me Cs and Ds and spread rumors about me that were not true. I lost my TA-ship because of the Narcissist professor's injury.

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