For quite a few months now, I have been sharing my experience on PCUR about a project I began last summer on New York City press reporting on a June 1848 workers’ rebellion in Paris, which I am now turning into my second Junior Paper (see my posts here, here, and here). Typing that descriptive phrase of my research indeed feels all too familiar. It seems, however, that this post may be the last time that I repeat it. As of last week, I am changing the focus of my JP: I am now moving on from New York newspapers, and instead examining the broader national antislavery movement’s response to the very same rebellion. Though this seemingly small change is pretty specific to both my discipline and my project, research in any field can benefit from critical examination and reframing. Continue reading Research Refreshment: Changing Your Topic at a Dead End
As I have written for the PCUR blog before, choosing a topic for an open-ended research project can be challenging. Even once you have narrowed your search and settled on an idea you would like to pursue, you may find that other scholars have already written about it. There is indeed a finite number of possible research subjects (even if it seems, as I suggested in my earlier post, that there is infinite possibility), and as undergraduates many of us have yet to find our research niche. This by no means should discourage you! Just because there is existing literature does not disqualify you from making your own contribution. Of course, we are told this in our first-year writing seminars, where we discuss the different “scholarly moves” one can make (“piggybacking” on another scholar’s work, “picking a fight” with a scholar, and many others, as helpfully delineated in this paper).
In this post, however, I do not merely want to rehash what these “moves” are, but rather suggest how one goes about making any intervention, especially in determining what kind of intervention one wants to make. The following are some methods I have found useful in my research: Continue reading Finding Your Space in the “Scholarly Conversation”
For this year’s Spring Seasonal Series, entitled Post-Princeton Life: The Experiences of PCUR Alumni, each correspondent has selected a PCUR alum to interview about what they have been up to. We hope that these interviews will provide helpful insight into the many different paths Princeton students take after graduation. Here, Alec shares his interview.
Jalisha Braxton ‘16 was a member of PCUR during her junior and senior years at Princeton. She concentrated in Psychology, with a certificate in Neuroscience. She is now a third-year PhD student in psychology at the University of Chicago, where she studies cognitive psychology with Professors Sian Beilock and Susan Levine. Her research focuses on math anxiety and math education. I spoke to Jalisha over the phone to discuss her work as a grad student, and how her experience as an undergraduate student at Princeton informed her post-grad plans. I found a lot of what she said to be quite helpful, as I personally am considering pursuing a PhD after graduation.
This interview has been edited for length and clarity.
Last week, a librarian at the University of Cape Town emailed me some scanned items from their archives which I requested for my Junior Paper research. I’ve looked through them, and I can see that they will be quite useful for my work.
While I am glad that I have access to these sources now, they also add to a problem I had before I received them: in the research work I have been doing, I have what seems like too many materials to work with. During my time over spring break at the New York Public Library and Center for Jewish History, I amassed literally hundreds of newspaper and journal articles as primary sources.
At first, I was unsure of what to do with all of them. It simply seemed an overwhelming task to sift through them to figure out what was needed for my work (this is where having a clear yet flexible research question comes in handy; see my post here on that). A similar thing had happened to me this summer when I was working on a research project likewise involving hundreds of newspaper articles, and I do not think I dealt with it as well as I could have then. So, reflecting on these mistakes, I worked out some strategies to make things more manageable this time around. I hope these to be helpful for any student researcher who feels like they’re buried under a mound of potential sources:
At Princeton, we are lucky to have access to an incredible collection of research resources. Between our libraries’ collections on campus, online databases, ReCap storage, and Borrow Direct, almost all your research needs are right at your fingertips. And, for most of the papers you will write while here, this is probably the case. But, especially with independent work, you may need sources so niche or rare that Princeton just can’t provide them. I have found myself in this situation this semester, as I write my junior paper for my HIS 400 seminar. Here, I’ll share my experience navigating the search for niche sources, with tips for getting creative when searching for material at Firestone and beyond.
My paper focuses on the political thought of Henry Katzew (a Jewish South African journalist and writer), situating it in relation to other Jewish South African responses to apartheid, Zionism, and a diplomatic crisis which occurred between the Israeli and South African governments in 1961. Given how specific my topic has become, it was difficult finding sources, especially primary sources, at Princeton right off the bat. Still, with some time to think and the help of quite a few librarians (more on that below— they are truly research superheroes), I have managed to find the sources I need to complete the work. Continue reading Stumped for Sources at Firestone? No Worries!
When a professor assigns a research paper with no specific prompt, it sometimes can be hard to know exactly what kind of work is expected. Assignments like these may provide a suggested page count and an injunction to stay within the bounds of the course theme, but little else. In this case, the possibilities for paper topics seem infinite. Once you get past this hurdle and settle on a general idea you would like to explore, you still may feel compelled to answer some big questions; questions that might cover a long time frame, seek to identify general trends with a large sample size, or tackle broad theoretical questions. So much of the academic material we are exposed to seems to deal with these “big questions”: survey lectures, assigned readings with titles of sweeping breadth, and the prospect of the senior thesis.
The impulse you may have to ask big questions is natural, then— and it’s a good impulse, too! It is a great way to jumpstart your research, beginning the process of narrowing down by going from infinite potential topics to many potential topics. But, with a looming due date (unfortunately) limiting your research time, keeping your question broad can become overwhelming, and hinder your ability to meaningfully answer it.
During my experience this summer working on an independent research project as an intern with the Office of Undergraduate Research’s ReMatch+ program, I came to learn the importance of narrowing your question early in the research process. Though through the wonderful advice of my ReMatch+ graduate student mentor, my research was pretty specific by midsummer (focusing on the language of “othering” in New York City press reports of a June 1848 Paris workers’ rebellion), it took me several weeks to get to there— necessary time in retrospect, but time I would have rather been developing my topic rather than figuring out what it was. I definitely could have benefited from some guidance at the beginning of my work. So, with that in mind, I hope the tips below will help you narrow your research questions early on, so you don’t have to learn the hard way like I did.