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[frenchbob]

I'm doing a master's right now, and applying to PhD programs in the fall, but I have a dilemma: I'm friends with an older man who is from a very rural environment without a high school degree, much less a knowledge of how jobs in academia work. So I'm trying to figure out a way to explain to him that even after I've obtained a MA, I must be in school for another 5-6 years. Any suggestions? Not that I need his approval or something, it's just that he's a friend and I'm trying to explain it to him in such a way that I don't make him think that I'm insane (he's the type of guy who was cutting down trees by hand, full time, when he was 16 yrs old).

[tamiam]

What is your field?

In my case, I'm tired of saying that I'm in grad school. You're right, people outside of academia don't understand that being in a Ph.D. program is a job. So I just say that I'm an economist, that I teach at U-whatever, and give a little blurb about my current research project. By the time I'm two sentences into the description of the research, their eyes have glazed over just like they would if I were an actuary. But at least they're not confused by the whole "lifelong student" thing.

[draco]

Talk with your friend about how he is an expert in what he does (based on experiential knowledge) and how you will gain expertise in your field (through study).  Basically it is comparing his strengths to yours in order to find an effective way to explain your career choices.

If all else fails, you could say you're in the 21st grade.

[icurhere2]

If all else fails, you could say you're in the 21st grade.

Or 26th grade, as some of us experienced . . .

[peitho]

Have you tried the internship / apprenticeship model?  This works fairly well with anyone who's remotely aware of corporate structures. 

It breaks down in the dissertation stage, though. But this is where the military model comes in handy to describe your relationship with your committee and the dissertation proposal becomes your very own political platform.

As for research, break it down into a 5-minute speech for other academics who express polite interest and a two-sentence summary for the general public. 

And good luck!



 

[dolljepopp]

I state that I am engaged in a long-term project, the purpose of which is deliberate avoidance of real life.

Although most people figure that out right away...

[grasshopper]

"I read. And then I write about what I've read. And then I read some more. Then I write some more. Then I teach what I've been reading and writing. Sometimes, I spice this up by going to conferences, where I tell other people what I've been reading and writing about, and hear what they've been reading and writing about. Then I read and write some more."

[dr_stones]

I tell them I am a professional drinker writer.

[brunhilde]

At first, I would try to explain why I was still a student by saying I love school, someone is paying me to go to school, so it's a great situation. Now I say "I do research on X."

[bigfoot]

I don't know why, but I actually hate explaining to people what I do. At least, I hate explaining my research. It's a bit complicated, and people seem to have a need to oversimplify it and finish my sentences for me incorrectly.

Of course, now I would just say, "I teach college anthropology."

Then I get the question, "do you study bugs?" Which I have decided to answer, "not unless you consider yourself a cockroach."

Or I get the question, "do you dig dinosaurs?" for which I respond, "yeah, and I also dig rock and roll. But I study living humans."

As much as I hate being disingenuous, I loathe stupid questions.

[john_proctor]

I use sock puppets and/or claymation.

[bigfoot]

I use sock puppets and/or claymation.

Oh! I wish I had thought of that.

[acrimone]

Being in a PhD program is a job like Club Fed is a prison.

[americanist]

When I'm talking to someone who has no familiarity with academia, I explain grad school (especially the ABD years) as an apprenticeship.

With others, I'll explain that being ABD is like a medical residency--you've demonstrated the knowledge, but you're still honing the skills.

They're not exact analogies, but they get people past the "you're still in college?" stage.

[john_proctor]

I use sock puppets and/or claymation.

Oh! I wish I had thought of that.

The claymation is, of course, slow.  I find, however, that helps retention.

Interpretive dance works well sometimes, too (but that one is best kept for the truly cerebrial who rarely, I find, ask at all).