From Cutbacks to Community: Re-imagining Support in a Changing Academic Landscape

“Neither the life of an individual nor the history of a society can be understood without understanding both.” - C. Wright Mills, The Sociological Imagination

In my last post, I shared the personal story behind Another Degree - how my own winding path through academia shaped the mentorship model we now offer to aspiring scholars and leaders. But as a sociologist and historian, I’d be remiss to overlook the broader societal forces that shaped not only my decision to launch this business, but the timing of it.

As many of you know, it’s a tumultuous time in higher education in the United States. As some of you know, this impacted me directly: my position and several others at UCLA were cut in July due to budget reductions, along with multiple programs and classes I built in response to student needs. Those included pipelines to research opportunities and graduate degrees, tools for navigating imposter syndrome, and spaces for reflection and alignment between academic pursuits and personal values. They were designed to empower students to pave their own path and make an impact.

Many graduate students who served as near-peer mentors in these and other programs also lost their positions. And more cuts are expected. Across the country, experiential learning and co-curricular programming - that is, programs that complement and enhance academic learning - are being scaled back or eliminated entirely unless sustained by external grants or donor support. This includes honors programs, mentorship initiatives, and resources for students from traditionally underrepresented and underresourced communities.

I’ve seen the positive impact of these programs firsthand. I’ve measured it through qualitative and quantitative social scientific methods (Arnold et al., 2023; Kistner et al., 2021; Toven-Lindsey et al., 2024). I’ve communicated it in journals and to deans, donors, peer-institutions and even members of Congress. And yet, if a flagship institution like UCLA can’t sustain these offerings, I worry deeply about their future elsewhere.

While I’m no longer available as a direct resource to UCLA students, I’m proud that through Another Degree, I and our community of mentors will be able to support students far and wide. Our offerings respond to a real and growing demand. But I’m also acutely aware that many prospective scholars and leaders may be left behind if they can’t afford private services, especially as free resources at their home institutions disappear.

My hope is that these resources don’t vanish - they evolve. We’re ready to collaborate with institutions to build workshops, support structures, research opportunities, and mentorship programs that serve your students and advance your mission.

We will be putting 10% of our platform share from flash classes to a fund to support low-income prospective mentees. We will also be rolling out a “Sponsor a Student” initiative, through which institutions or donors can purchase certificates for mentorship packages, and nominate students to receive them. If your department or program offers professional development funds to students, we’d be honored to be considered an approved use. And if you believe in this work, you can help by spreading the word.

In addition, we’re building pathways for career-shifters returning to higher education, post-baccalaureate students, and research opportunities (including research abroad) for those who missed out on research and mentorship during their undergraduate years. These learners deserve access to the same transformative opportunities - and we’re committed to helping them find their way.

We welcome your feedback on other ways we can support a diverse contingent of scholars in pursuing their postgraduate dreams and fulfilling their potential. Because as C. Wright Mills reminds us, individual lives and societal histories are deeply intertwined, and when systems shift, we must find new ways to support the people within them.