By: Britney Roach, M.A., Ph.D Student in the School of Public Administration, Florida Atlantic University
My own path towards becoming a scholar is shaped less by a single defining moment and more by a gradual process of learning how to navigate academic systems without inherited guidance. As a first-generation student, I did not enter higher education with a clear map of how scholarly careers develop, how research identities form, or an understanding around how opportunities like conferences and mentorship fit into a broader trajectory. Instead, I learned by observing, asking questions, and slowly building a framework for how to move through academic spaces and to build my own voice. Within my early academic experience, I was drawn broadly to political science because the field helped me to make sense of institutions, governance, and decision-making. At that stage, I understood scholarship as the study of systems, but I had not yet fully understood scholarship as a daily practice. Over time, this particular distinction has become significant for me. I began to see that being a scholar is not only about absorbing knowledge, but about how to produce it, refine it, and situating knowledge within ongoing conversations.
A turning point in my own research process has come through exposure to public administration and financial systems, particularly through mentorship and applied research contexts. Seeing how public procurement and institutional decision-making function in practice has made it clear to me that scholarship is deeply connected to real-world systems. It is not abstract from them. Instead, research and graduate studies helps explain, evaluate, and aims to improve systems. This perspective has further shaped how I now approach both research and professional development opportunities. Conferences such as the Midwest Political Science Association’s have also played an important role in this development.
At first, attending conferences with a heavy workload in graduate school felt unfamiliar and overwhelming, especially without prior exposure to academic norms. Over time, however, these opportunities have now become spaces of learning and orientation for growth. I now have begun to understand that conferences are not only about presenting your research, but are mainly about observing how scholars think, how they respond to critique, and how ideas evolve in real time. That is where the bread and butter is surrounding the value of these opportunities. From conference experiences, I have learned several principles that I believe are especially useful for other students that are navigating academia, and particularly those who may not have inherited familiarity with these environments before.
First, I think it is significant to note, that progress in academia is rarely linear. It is very normal for research interests to shift and refine over time. What may initially feel like uncertainty is often part of developing clarity. Allow yourself space for this evolution as it is important rather than forcing premature specialization in research.
Secondly, academic development and progress depends heavily on engagement and intent. This includes attending conferences, asking questions, and participating in conversations even when you do not feel fully prepared. Be purposeful with how you choose your time and remember: good scholarship is built through participation, not perfection.
Thirdly, your mentorship matters significantly. Having tailored guidance from individuals who understand how systems operate can help make navigating research easier. My own development was shaped in part by mentors who helped me understand not only content, but also professional expectations and structures. It is by their encouragement that I feel a duty to uplift others in research.
Fourth, it is beneficial to treat every academic space as a learning environment, not just a performance space to share your research. Whether you are in a classroom, conference, or in a research setting, the goal is not to appear fully formed, but to grow by research exposure and authentic interaction.
Finally, as one of my great mentors often says, “find your tribe”. This idea has stayed with me and conceptualized in my work because it is deeply true. A sense of intellectual and professional belonging is merely not something that happens by chance; it is built through engagement, openness, and presence.
In many ways, it is at conferences like the MPSA, where this process can begin to take off. Conferences create spaces not only for presenting work, but for meeting others who share similar questions, interests, and ways of thinking in life. For many graduate students, especially those early within their academic journey, these spaces can be the beginning of finding the intellectual community that shapes and sustains their own growth. Ultimately, my own path toward scholarship has been defined by learning how to navigate without a complete map or picture.
My academic journey has required patience, reflection, and a willingness to persevere through uncertainty. I think in that regard, that makes me a great candidate to share my perspective on becoming a scholar early on to get to conference opportunities. For students beginning their own academic journeys, especially those without inherited academic guidance, I would emphasize that becoming a scholar is not about having immediate clarity in your research. Conferences are an asset to pave the way of opportunities forward and it is about building experience over time by having a commitment to engagement, curiosity, and maintaining a sustained effort in research.
About the Author
Ms. Britney Roach M.A., Ph. D Student in the School of Public Administration, Florida Atlantic University, Boca Raton, FL, 33433.
Ms. Britney Roach is affiliated with the Florida Atlantic University as an alumna and current doctoral student in the School of Public Administration in Boca Raton, Florida. She earned both her Bachelor of Arts and Master of Arts degrees in Political Science, providing a strong foundation in political institutions, public policy, governance, and research methodology. Building on this academic background, her doctoral research focuses on public procurement, e-procurement systems, fiscal management, and technology adoption in government. Her work examines how digital procurement platforms shape transparency, efficiency, vendor inclusion, and decision-making within state and local governments. Ms. Roach’s broader research interests include public management, budgeting and fiscal administration, organizational theory, and digital governance, with a focus on the intersection of technology and public-sector decision-making.
As a former instructor of American Government, Ms. Roach has taught modules on U.S. political institutions, public policy, and has focused on civic engagement. She is focused on creating transparent and engaging classroom materials, and pedagogy is a central priority in her teaching practice. Ms. Roach’s teaching approach emphasizes clarity, accessibility, and active learning, with the goal of helping students connect political theory to real-world governance.
She has also participated in two annual meetings of the Midwest Political Science Association, where Ms. Roach presented her research and has engaged with scholars in both the fields of political science and public administration. Notably, the Midwest Political Science Association’s 2024 Conference served as her first academic conference experience. This event played an imperative role in her professional development and growth as a scholar.
As a writer of the following blogs, it is Britney’s hope that others will find guidance and support in navigating their own academic paths.
The views and opinions expressed in this blog are those of the author(s) and do not necessarily reflect the official policy or position of the MPSA (Midwest Political Science Association). Any content provided is for informational purposes only and should not be taken as official statements or endorsements by MPSA.