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Bryan Brayboy
Bryan Brayboy
00:46

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

President’s Professor & Vice President of Social Advancement

I teach about justice and American Indian studies and I lead social advancement at the University of Arizona.

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.