Profile: Hanna Garth, IRT ’06

PhD, MPH
Assistant Professor, Department of Anthropology
University of California, San Diego

Hanna GarthThis fall I started my first year as a tenure track assistant professor in the Department of Anthropology at the University of California, San Diego. As I reflect back on my path, I am grateful for many things I learned through IRT. In addition to the obvious fee waivers and assistance with the application for graduate school, my participation in IRT taught me the enduring skill of creating a coherent narrative out of my broad interests and accomplishments.

I have taken a somewhat windy path to arrive at this point in my career. My exposure to IRT began with a presentation to my Mellon Mays cohort at Rice University. During my junior and senior year of college I was really unsure about what direction I wanted to take my future. I had started college as a Biochemistry major, interested in medical or pharmacy school, and changed my focus to medical anthropology after studying abroad in Chile during my junior year. In Chile I learned about Latin American socialism and redistributive justice. I had always been interested in issues of social justice, particularly racial and economic justice, and anthropology was a logical fit. The short span of time between discovering Anthropology and the deadlines for graduate school left me spinning with uncertainty, but excited about my very diverse research interests. I was torn between applying for Ph.D. programs and Master of Public Health programs, but in the end chose to pursue an MPH because I was unsure of what I would study in a Ph.D. However, shortly after starting my M.P.H. program, although I knew that I wanted to do work that would help alleviate or shed light on inequalities, it was clear to me that I wanted to pursue a more theoretical approach by way of a research career that was heavily ethnographic.

Once I was finally ready to apply for Ph.D. programs, I turned to IRT for guidance on the best way to frame my broad interests. How could I make my experience working in a drosophila lab, a volunteer trip to Haiti, and desire to better understand Marx into a story that made sense? It was through my experience with IRT that I first practiced the skill of building a narrative out of my broad range of interests and accomplishments. Although I still had not honed the skill of crafting a narrative in the short form of a cover letter and personal statement, I was able to connect my interests in social justice, structural violence and theoretical frameworks commonly used in anthropology. Later, once I was actually in graduate school I was able to merge my personal interest in food with my previous experiences and develop a dissertation project on food access in post-Soviet Cuba. Ultimately my doctoral work drew upon most of my previous work and both my scholarly and personal interests.

My graduate school applications were my first attempt to create a coherent narrative out of my previous experiences that made sense for a future research trajectory. What I did not realize then was that this skill of creating a narrative out of your experience is an enduring part of our work in academia; if the skill is well crafted it can be beneficial for many parts of academic life. Over the years, I would further hone my skills in crafting a story of my work in funding applications, in my proposal defense, and in postdoctoral and tenure track job applications. The craft of writing one page and two-page statements is a central element of academic life. I now see that this skill that I learned 10 years ago through IRT will be an essential asset as I move forward along the tenure track.

Recruitment in Full Drive

The IRT visited 32 institutions this past fall and will be visiting another seven in the spring in an effort to continue to recruit outstanding students of color looking to become educators. Within just a month of the application opening on November 15, we topped 150 applications.

To date, the top five institutions (listed below) with the most prospective students are minority serving and historically black colleges and universities.

  • Brooklyn College, NY
  • City College, NY
  • Langston University, OK
  • Spelman College, GA
  • University of California, Los Angeles

Did you refer a student to the IRT?
Alumni word of mouth is our biggest source for referrals. Please let your students know about the IRT! The application is live, and we are accepting completed applications through March 1.

If you have a student referral, please email Admissions and Recruitment Program Specialist Monica Reum.

Changes to the application

  • Application is now due March 1!
  • Unofficial transcripts can be submitted with your IRT application. Official transcripts are required upon matriculation to the program.
  • Recommenders will be asked to submit a form instead of writing a letter on behalf of the applicant.

 

Phillips Academy is Hiring!

Andover now accepting applications for Summer Session and 2019-2020 academic school year

If you are considering a career at Philips Academy, please visit for a full list of current faculty, administrator, and staff positions and teaching fellow opportunities for the upcoming academic year.

Phillips Academy’s Summer Session Overview
Summer Session is an innovative five-week program, conducted on its picturesque campus just 21 miles north of Boston. More than 60 courses are offered, ranging from computer science to marine biology, from ethics and philosophy to economics. Summer Session students bring the world into the classroom by virtue of their enormous diversity of geographic origin, religion, ethnicity, and socioeconomic background. With strong academic records and a serious desire to spend the summer in a residential community, our students enjoy challenging themselves and one another through disciplined study.

Every summer Phillips Academy hires a number of visiting teachers to teach, coach, and house counsel in its summer program. A Summer Session faculty member’s experience is rigorous and thoroughly challenging, for Phillips Academy requires superior classroom performance of its teachers, TAs, house counselors, and students alike. The Summer Session is short, intense, and strongly academic.

 

 

Summer Workshop Faculty Positions – Apply Now!

We are officially hiring IRT alumni for our Summer Workshop faculty! The 2019 IRT Summer Workshop will run from Friday, June 28, through Saturday, July 27. The deadline for applications is Friday, February 8.

A full description of the positions and program is included below. If you are interested in one of the faculty positions, please apply online.

Continue reading “Summer Workshop Faculty Positions – Apply Now!”

Profile: Alex Serna, IRT ’10

Master’s, Education; University of California, Los Angeles
Executive Director for Breakthrough San Juan Capistrano

photoThe ivory white dice bounced off the classroom wall. “Snake eyes!” I exclaimed as I won another quarter. It was 3rd period Geometry and my friend and I were enveloped in a game of dice while our teacher was talking about theorems in the background. I graduated high school with a 2.1 GPA. I never took the SAT. I never thought I’d ever graduate college. Frankly, I didn’t care. While both my parents, who emigrated from Mexico had high aspirations for my future, I thought college was a waste of time, partly because I thought I wasn’t capable of graduating. Six months from finishing high school I met my now wife and eight months later we found out we were going to be parents. We were both 17. Thirteen years later, Shalee and I have four daughters and I’m now the Executive Director for a college access, education nonprofit tasked with supporting students from backgrounds in underrepresented backgrounds starting in middle school become the first in their families to graduate college. An ironic outcome for someone whose college aspirations at one time were absent. During those internment years, I underwent a defying transformation and my summer at Andover as an intern with IRT dramatically shaped my pathway to graduate college, attain a master’s degree and lead an education nonprofit in the fight for educational equity.

The cool bay area breeze combed my hair as I walked to check the mailbox. We’d been in Berkeley for eight months finishing my junior year, the prospects of post-graduation looming in my mind. We were 21 years old, a family of five with two 1 year old twins and a 3 year old toddler and no idea what the next few years would entail. Shalee and I were the first in our families to attend college, getting to a 4-year university was challenging in itself, so graduate school was an even more elusive and unknown next step. During my undergraduate studies, I came to realize that I wanted to dedicate my life to education, more specifically I aspired to support other students like myself who struggled in school. I turned the mailbox key, discarded the ads and one envelope caught my attention. I could feel my stomach sink, warmth fill my face and my hands tremble holding a letter addressed by Phillips Academy Andover; the moment I realized I was accepted as a summer intern was the moment that I knew my eventual journey as an educator was solidified.

Sitting on the grass by Samuel Philips Hall, the humid summer air enveloping me as I was enveloped in one of our assigned readings preparing for the next day of seminar. The reader looking back at me like Mt. Everest ready to be climbed, the dread I felt thinking it wasn’t possible that I could get through this program in less than a month; but I did, and many had before and since. Besides, the lack of sleep, overwhelming feeling that never went away, thinking that I was chosen by mistake and would be discovered soon, a sense that this experience was all a dream and holding onto the idea that it was all for some future reason. My summer as an IRT intern dragged me outside of my sense of self, forcing me to realize that I belonged- that I was capable. I belonged in graduate school, I was capable of being a college graduate. I belonged in spaces of edification, I was capable of critical inquiry. I belonged and I was capable.

Alex Serna is an Executive Director for Breakthrough San Juan Capistrano, an education nonprofit with the mission to support students become the first in their families to graduate college. He has B.A in American Studies from UC Berkeley and a master’s degree in education from UCLA. He’s a 2017 New Leaders Council, Los Angeles fellow currently serving on the Millennial Commission on Education as a Senior Fellow. His thoughts on college access have been published in the Washington Post, The Hill, The Hechinger Report, Diverse Issues in Higher Education, NACAC Journal of College Admissions and the New Leader Journal of Generational Policy and Politics.