Alexis Franzese
Doctoral Student, Psychology: Social and Health Sciences and Sociology
Originally from Northport, New York, Alexis Franzese graduated from Union College (Schenectady, NY) in 2001 with a B.A. in sociology and minors in psychology and history. As an undergraduate, she performed fieldwork examining societal perceptions, clinical services, and financing mechanisms of psychiatric facilities in the United States, United Kingdom, the Netherlands, and Hungary. She also produced an honors thesis entitled “Mental Illness in Film 1940-2000: Accuracy of Portrayal of the Medical Response.”
Currently studying in both the Department of Sociology and the Department of Psychology: Social and Health Sciences, Alexis “seeks to connect the theoretical contributions of both disciplines to understand both the intrapersonal and interpersonal mechanisms of mental illness.” For her sociology dissertation, Alexis plans to study the construct of authenticity and assess the structural correlates to feelings of authenticity and inauthenticity. She aspires to a research and teaching career that will allow for practical application of her research and knowledge within the health care system.
Franzese says she chose Duke primarily because of her impression of Dr. Linda K. George, Professor in the Department of Sociology, as a “striking example of a researcher who conducts powerful sociological examination of mental illness and mental health using an interdisciplinary model.” Alexis currently coordinates the Health Ministries Assessment and Evaluation project, a study being conducted by Dr. Keith Meador, Professor of the Practice of Pastoral Theology, and Dr. George. Franzese notes that her mentoring relationship “has exerted a vast impact on my success at Duke.” Dr. George’s support, encouragement, and advocacy have allowed Alexis to develop a vision of her desired professional identity. “Mentors are at the crux of the graduate school experience,” asserts Franzese. “Students enter graduate school as emerging scholars who are ready to absorb, to be challenged, and to begin to achieve their professional goals. It is the role of the mentor-student interaction to be an aid to graduate students as they begin to explore and define their research objectives and professional aims.”
Several key elements work together in successful mentoring. According to Franzese, “Mutual respect allows for an environment of open communication, which can lead to a flexible and productive mentoring relationship.” The mutual respect exhibited when faculty members see new graduate students as future collaborators and junior colleagues encourages open communication. In this environment, students feel comfortable freely expressing their ideas, hesitancies, and goals. Thus a student can clearly communicate changing needs through their course of study, allowing the mentor to effectively exercise flexibility in adjusting the frequency and duration of meetings in response to those needs.
What suggestions would Alexis give to other graduate students seeking mentors? “I have heard other graduate students suggest seeking more than one mentor, and I agree with this suggestion,” Franzese affirms. “While one individual may mentor you in professional socialization, another may be your intellectual advisor, and yet another may help you to develop notable teaching skills.” Such is the case for Alexis, whose success as a teaching assistant and instructor has been largely enhanced by her involvement as a fellow of the Preparing Future Faculty Program and through her participation in the Pathways to the Professoriate Training Program. Because of her interest in interdisciplinary research, she also connected with Duke’s Transdisciplinary Prevention Research Center. Alexis currently conducts a pilot study with Professor Timothy Strauman, Department of Psychology, regarding motivational style and adolescent substance use. She also served as an intern with the Leadership in an Aging Society Program. “You are the only person who knows what you need,” Franzese reminds
Linda George
Professor, Sociology
It is a great pleasure working with Alexis. Our relationship began, of course, because of mutual intellectual interests in the precursors of well-being and its obverse, mental illness. Alexis entered graduate school with a strong sociological orientation. As a result of an excellent undergraduate education, Alexis was able to explicate her interests and their sociological significance from the time she arrived at Duke. What I have tried to concentrate on with Alexis is mastery of the skills required to do outstanding research, putting to the strongest empirical tests possible her hypotheses about the links between social structure and mental health. Personally, my research preferences are collaborative and interdisciplinary. Alexis entered graduate school with the same commitment to interdisciplinary scholarship. I am very proud that she is now actively enrolled in two graduate programs: Sociology and Clinical Psychology. There already is strong evidence in her work that she will integrate the theories and insights of both disciplines to address broader research questions than would be possible through the lens of a single discipline.
Beyond our shared intellectual interests, Alexis is a delight to know and observe. She has seemingly boundless energy and takes greater advantage of all the resources that Duke University puts at her disposal than I ever have—as a graduate student here years ago or as a faculty member now. She is cheerful and has a warm and comforting presence. I am blessed indeed to have the good fortune of working closely with her. us. “You will need to actively make contacts with faculty mentors who meet these needs. Remember, it is up to you to establish the mentoring relationship you need. Ask around; more advanced graduate students may be happy to share their experiences with you.”
(This profile originally appeared in the Fall 2004 issue of The GRIND.)