Bryan Brayboy
Arizona State University
San Diego, CA USA
"Being nervous is so important. If I’m nervous, it means I care. If I’m nervous, it means I’m ready."
Career Roadmap
Bryan's work combines: Education, Law, and Teaching / Mentoring
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Day In The Life
Skills &
Education
Advice for getting started
In college, I started thinking that I wanted to become a teacher. I asked my professors for advice. Some were immediately supportive and thought I'd be great at teaching. Others were hesitant and voiced their concerns about the amount of work I'd have to put in. It wasn't necessarily direct noise or discouragement—it was the truth. In response to their concerns, I started working harder because this was what I really wanted to do. I reached my goals because of that work and support from others.
Here's the path I took:
High School
Bachelor's Degree
Political Science and Government, General
The University of North Carolina at Chapel Hill
Graduate Degree
Intercultural Communication
University of Pennsylvania
Doctorate
Anthropology of Education
University of Pennsylvania
Here's the path I recommend for someone who wants to be a President’s Professor & Vice President of Social Advancement:
Bachelor's Degree: Political Science and Government, General
Graduate Degree: Intercultural Communication
Doctorate: Anthropology of Education
Learn more about different paths to this career
Life & Career Milestones
My path in life has been direct
1.
I grew up in a fairly poor community, but I had a lot of support from the people around me—I knew early on that I wanted to do the same for others.
2.
I earned my bachelor’s degree in political science from the University of North Carolina at Chapel Hill.
3.
In college, I started thinking about becoming a teacher—I drew on support and advice from my professors to help guide me in the right direction to reach that goal.
4.
I earned both my master’s degree in intercultural communication and my doctorate in the anthropology of education from the University of Pennsylvania.
5.
When I first started working at Arizona State University, I spent a couple of years observing people in various roles until I realized which jobs looked best for me.
6.
I voiced my desire to work in specific roles and again found support from others—they helped me find appropriate training, explore different opportunities, and travel to meet leaders in the space.
7.
I’ve been at ASU for over thirteen years now, where I’m the vice president of social advancement and a professor—I teach an introduction to justice class as well as classes in American Indian studies.
Defining Moments
How I responded to discouragement
THE NOISE
Messages from Teachers:
Being a professor is hard work. I'm not sure that you can do this. You're not studying or working hard enough.
How I responded:
In college, I started thinking that I wanted to become a teacher. I asked my professors for advice. Some were immediately supportive and thought I'd be great at teaching. Others were hesitant and voiced their concerns about the amount of work I'd have to put in. It wasn't necessarily direct noise or discouragement—it was the truth. In response to their concerns, I started working harder because this was what I really wanted to do. I reached my goals because of that work and support from others.