A millennial novice nurse educator navigates the transition from the clinical arena to the world of nursing academia.

It was happening. I was enthusiastic and ready to start. Obtaining a position at a well-known public university as a lecturer had not only been my dream since my undergraduate years, but was a personal victory.

So many self-defeating thoughts went through my head in the weeks leading up to the notification by the university that I was hired. A member of the millennial generation nearing the end of my twenties, I knew that the outcome of hiring decisions could either boost me up or set me back. I was afraid that more established academic professionals from a senior generation would view me as “not a good fit for the position” or “lacking experience and knowledge.”

It is taboo to discuss, but age and generational bias is a concern for many professionals of the millennial generation. I had experienced this in the past while in the clinical setting.

Time to get to work.

Once I was past the hiring phase, I was faced with a new challenge that left no room to focus on self-doubt. I found myself accepted into academia with open arms from a team of well-rounded, skilled, nurse educators. They never seemed biased by questions of age or generation; what mattered were attributes like qualifications, professionalism, and personality. When meeting the round table of nursing faculty, most of whom were two or three generations older, I received a warm welcome.

Day one, class is in session.

A new level of concern set in on the first day. How would the students, most of them in their twenties and thirties, with a few who were older, view me as an instructor?

In fact, at first I did encounter surprise at my age relative to that of the other professors. In higher education, there can be a stereotype about what a professor or lecturer should look like, and this can at times translate into an initial lack of respect.

There were also curiosity and questions—sometimes from students who came to my office—about my academic background and how I’d gotten my start in academia. While at first I wondered if they asked their other instructors such questions, later I felt honored by their interest in my career progression, information that could potentially give them insight into their own future career decisions.

Reframing negative thoughts.

Moving forward, I made it a new personal goal to reframe my own negative thoughts about how people perceived my age and professional identity. Instead of as a liability, my age can be understood as a source of strength and potential insight.

In addition, as a nurse in the clinical area (early-to-late twenties), I learned that self-presentation makes a huge difference in whether people respect what you’re bringing to the table, especially when you are a young professional. Although I don’t want to suggest that young professionals should ‘blend in,’ they will inevitably face more scrutiny than their older peers. With this in mind, I do take care with what I wear, how I speak, and even my body language in front of students (of course, along with keeping abreast of current research, something the students should expect of every faculty member!).

Seeking advice and support is crucial.

I also found it invaluable to seek help from my new colleagues, department chair, and college dean. At this university, new faculty get enrolled into a yearlong program led by two deans to learn about the responsibilities that come with being an educator. Subjects such as grading, academic integrity, use of technology, grants, publications, and more are discussed in various sessions.

My nursing faculty colleagues were also able to provide me with a plethora of information regarding continuing my education, research, and instructional tips for the classroom. The department chair has been the biggest supporter by allowing room for professional growth while acting as a guide and point of contact when needed. This level of foundational support has been crucial to my continued success within this role.

Despite real barriers, it all starts from within.

The process of conquering self-doubt and combating negative thoughts related to age and generation has shown me that it all starts from within. When I was able to change my perception, I was able to change my circumstances for the better. Does discrimination related to age exist? Yes, it does—however, it should not deter anyone from pursuing their professional and academic goals. I consider this entire experience my personal triumph.

As an African-American female and a young professional, I would like to inspire and encourage a diverse group of people to continue their education and pursue their dreams no matter what they are up against. This includes age, race, religion, gender, disability, and sexual orientation. I like to use the word ‘triumph’ because any time a person is embarking on a new journey, there may be a bumpy road, and based on obvious factors about ourselves (skin color, physical appearance, gender, etc.) we may have even more barriers to success.

While ironically, I expect to be judged more on the basis of age than the color of my skin, the truth is this might not be fully true. Maybe I’m judged on both—but if I always believed people were looking down at me based on my race, I would be self-defeating in every circumstance. Some things we cannot change. While we should always be mindful of things that may hinder us, we should not internalize it as a permanent obstacle to our success.

Jasmine Bratton-Robinson, MSN-Ed, RN, is a nurse lecturer at City University of New York (CUNY), York College Nursing Program and is enrolled in a PhD program with a focus on nursing leadership.