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It would be much more effective to list pedagogical goals of each requirement instead of listing what happens when people fail.

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I find the seminar culture intimidating and not great for learning. I feel like the speakers and the organizers don't care if I get anything out of it. Even for learning seminars, often the people leading the seminar have big personalities which control the room. I wish there was precedent for members of the audience to help each other learn, instead of letting everyone float away with the tides.

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A faculty member said that they would not pass the prelim had they been given it right now. Another faculty member replied, “Well then maybe we should be giving new faculty an exam to see if they belong here.”

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I think that there’s still a culture of using big words to try to sound impressive, but I think it’s largely from the insecurity that was mentioned. I get the vibe that we all share this insecurity of belonging (largely because of the lack of attention from faculty).

I will note that I have found my circles where collaboration IS possible, but it took a long time to craft those spaces.

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I often worry about if my advisor likes other of my peers more than me - feel insecure about the amount of math I know

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I have noticed a lot of comparison, but in my experience I've seen it lead more to imposter syndrome than active competition. (I worry about the undergrads in the math club though.)

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that knowing is a binary

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The big shots know everything. 😒

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math is not all of my life nor all of my identity

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I need to be able to focus on a lot of things at once — e.g., studying AND research. This department doesn’t let you do that. We’re greatly discouraged from finding ways of learning that work for us and very incentivized to pursue the degree in a prescribed way.

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Produce "excellent" research (in the ivory tower sense mentioned above)

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i’m not sure there’s a clear, intentional goal

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Test scores dictate research capacity.

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Building a wider network, although maybe i’m not quite at that stage yet

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Students need to “qualify” for candidacy.

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a pressure not to take up people's time

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Math is absolutely true or false, so human considerations are irrelevant

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Challenging authority is necessarily seen as necessarily bad, even if you’re demanding respect.

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That you need to have some "undying passion" for math, or have your whole life and being surround mathematics. If you're not spending all your time doing math, then you're not as good of a mathematician. 

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That you need to have some "undying passion" for math, or have your whole life and being surround mathematics. If you're not spending all your time doing math, then you're not as good of a mathematician. 

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There is only one way to produce knowledge

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Being an 'excellent scientist' first and a person only second

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math = smart

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"Smartness" can be measured linearly

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hiding one’s struggles/putting on a brave face. sharing helps us receive help and also make everyone feel like we’re not alone

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Learning to collaborate. Hard because of lack of community in my subfield and support from my advisor.

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There is “important math” and “other math.”

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silence means you understand

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mistakes are a sign of weakness

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People of all titles should be allowed to not know things. With respect to graduate students, it’s really bizarre to me that we’re expected to know everything already and to be entirely responsible for our own learning. Isn’t this an educational institution? What is Berkeley responsible for if not my education?

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Research is individualistic and collaboration isn’t necessary / looked down upon

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Defer to more senior academics, and expect some amount of deference from more junior ones.

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math is a meritocracy

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be sincere and respectful

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know your stuff before speaking