In the midst of challenging times, finding a healthy job that fits within the needs of our lives is an additional hurdle. Combine that hurdle with unhealthy assumptions and career myths and newer student affairs professionals can feel trapped in their first jobs out of graduate school. The narrative was once that you took a job and stayed with that company or organization your entire career. While that is no longer the case, another story – “You have to stay in your first job for at least three years” – persists. What happens when we disrupt existing myths and challenge others’ generational assumptions in pursuit of our own well-being by making work fit our needs instead of compromising our needs to keep a specific job?
A recent LinkedIn article explored the role of generational identity and employment. Search (2025) wrote that Baby Boomers (whom Search refers to as “Long-Term Employees) value longevity in the workplace and stay in their jobs for 10 to 15 years or more while Gen X staff (“The Balanced Workers”) stay in their roles for five to 10 years, and Millennials (“The Career Changers”) three to five years. Then we have Gen Z. Search shares that this group stays at a job for one to three years. Her name for this group is “The Job Hoppers” – a term historically seen as a negative descriptor for an employee.
Think about your own work situation. You spend 40+ hours of your week in the office collaborating with coworkers and connecting with students. What do you do if those hours consume not only your time in the office, but your wellness and ability (in and out of the workplace) and your ability to make an impact in the field? What do you do if you no longer feel safe within your work area and role? We wanted to share our stories to give another perspective on how to navigate your first job and the decision to move to a second job. You do not have to stay in a first job for two or three years. Our stories exemplify that there are other ways to start and navigate a student affairs career.
The Search
The first job search can feel scary and daunting for anyone graduating from college, especially for those who pursued a graduate degree right after undergrad. For David, navigating the process for the first time felt like a competition against countless other candidates. He knew he had to stand out by showcasing his strengths and proving that he was qualified for the roles he sought. At the time, he applied for entry-level housing positions such as hall director, area coordinator, and community director. To manage the search, David relied on a variety of tools to stay organized, including spreadsheets that tracked application materials and important details such as proximity to family, D1/R1 status, salary, and professional development opportunities. These factors became his key priorities as he considered his first role.
While he received support from many people during the process, it sometimes felt overwhelming to balance so many opinions. Narrowing down his support network allowed him to be more intentional and focused on his search. Ultimately, he accepted his first position in Virginia, which marked the beginning of what he described as “the chaos.”
Hannah also struggled during her first job search. Due to some family health concerns, Hannah hoped to move back to North Carolina within a few hours of her hometown. This was her only non-negotiable. This made her open her mind to many functional areas – whether she felt fully interested in them or not. She applied to over 20 jobs in North Carolina. After many “We’ve decided to move forward with other candidates” emails, Hannah began to feel emotionally overwhelmed, knowing that it would be a significant financial hardship to not have a job upon graduating. Given the expiration date on her graduate assistantship, her timeline was pressing.
Finally, she received an offer from the only on-campus second round interview she received, and she accepted the offer. Hannah had to lean on her family and her faith throughout the process. She knew that moving back to North Carolina was the goal, and she tried everything she could to make it happen. She was able to accept a job that fit her geographical priority.
Second Thoughts
Hannah was in her first role for two months when the energy in her workplace began to shift. She had felt this shift before and attributed it to the slow months of the summer, when some higher education professionals’ calendars tend to stay empty. The moment she realized something was wrong was while planning a one-day event for one of the program’s cohorts. Though she was in the role for a few months, she had never seen her budget. After many requests to see a budget for the signature send-off program, she felt the impact of not having a full-time director to advocate for her needs. For the seven months Hannah was in the role, she never saw the budget to do programming.
For David, the moment he realized the role was not meant for him came when he had to manage the fallout of an armed robbery within his own community. When David began to show signs of exhaustion and frustration following the incident, he was encouraged to take a day or two off to rest. Around that same time, he received recognition through the department’s weekly “prize chest,” a lighthearted initiative meant to acknowledge staff members who had worked hard that week. Instead of boosting David’s morale, the initiative felt disconnected from what he truly needed at the time—meaningful support and acknowledgment of the challenges he was navigating. support offered to students was intentional and robust, the support for professional staff was minimal. This moment made David question whether the department’s values aligned with his own.
From his very first semester, David had shared with his supervisor that he did not feel welcomed at the institution and struggled to find his place within the team. In response, his supervisor admitted that she, too, occasionally looked for other opportunities. While honest, this response did little to reassure him as an entry-level professional seeking guidance and stability. Despite his concerns, David maintained strong work performance, motivated largely by a fear of retaliation. Although the institution never gave him any explicit reason to feel this way, he believed that, as a new professional, it was safest to keep his head down and avoid drawing negative attention. He was especially cautious given that his position also provided his housing, which made job security feel even more critical. Additionally, he recognized that his student staff team was counting on him to lead them through the year. He dedicated himself fully to supporting his team from start to finish.
“Round 2”
As a woman of color in a new role and the pressures that come with those identities, Hannah felt the need to step up. As an example, she was compelled to complete director-level tasks because her interim director was out of the office. Some of the tasks Hannah took on included working ahead on programming (without a budget, as previously mentioned) and designing and printing the Annual Report for the non-profit. As a new higher education professional within her 90-day review window, the last thing Hannah wanted to do was ruffle feathers. She knew this was unsustainable, and she began seriously applying to positions.
Hannah knew that she wanted to continue working in the same geographical area and remained open to jobs in any functional area. This second search felt different. There was no timeline or pressure to move on. Hannah wanted to be happy in the workplace and that happiness drove her search. She opened the spreadsheet she used in graduate school titled “Job Search Era,” created a second tab, and named it “Round 2.” Hannah did not share with her supervisor that she was searching, worried that she may be convinced to stay in her current position.
After a few applications, she gained more confidence in her abilities and became less concerned about being labeled a “job-hopper.” She might be searching for a new position only five months after graduating from her master’s program, but it was the right move for her. In the midst of job searching, Hannah’s mother was diagnosed with cancer. Hannah was struggling in and out of the workplace. It was during this time that Hannah’s supervisor noticed
During a one-on-one meeting, Hannah’s supervisor brought up Hannah’s mother’s situation, along with some of the programs Hannah was working with. After a while, the supervisor felt the tension in the room and said, “I would not be surprised if you were job-searching right now. I wouldn’t blame you if you were.” This opened the door for Hannah to discuss her thoughts, feelings, and process. She felt appreciated in this moment and as though her hard work had been noticed. Though in the moment it was fulfilling, it was too late in the experience to stop Hannah’s search.
David’s second job search was drastically different from his first. He had learned that safety and support were critical for his professional success and personal well-being. While he knew he was qualified for the roles he pursued, he prioritized finding a department that would provide genuine support and a campus environment that prioritized his safety. In this new search the questions he asked at the end of each interview focused on his new priorities. This approach reflected his growth and self-awareness, showing that he now understood the importance of aligning a role with both professional qualifications and personal needs.
Questions David asked:
- Could you highlight a particular departmental strength, and conversely, identify an area you aspire to improve or change?
- How does the support structure for your team typically operate during busy periods like move-in, move-out, conferences, etc.?
- In times of crisis, what kind of support mechanisms are in place for your team?
Conclusion
It is important to find your place and your people in higher education. Who is that person or group of people who will be both caring and honest about your situation? Hannah was in her head as she navigated her transition, thinking the red flags in her workplace were “normal.” Once she reached out to Tony Cawthon, a faculty member at Clemson University, for guidance, she got the affirmation she needed to begin her search. Dr. Cawthon reminded Hannah that she had to be an advocate for herself. Though this was feedback she received from her graduate intern supervisor, Dr. Cawthon encouraged Hannah to act on that feedback.
For anyone in a situation like Hannah’s, the wisest words she would share are to know what hills you are willing to die on, both professionally and personally. At what point is it healthier for your professional career to analyze your situation and reflect on if you deserve better? Know what you bring to the table. Know that your skills are valuable and you expect to be affirmed in your role.
David relied heavily on his mentor, Michelle Boettcher. Although he never formally asked her to take on that role, she was consistently in his corner providing support. The other connections he built in the field through ACUHO-I, NEACUHO, and SEAHO also helped him feel more grounded and validated his feelings and experiences. His family and friends played an equally important role, as he often carried his emotions home and leaned on his community there for support.
For anyone in a situation similar to David’s, the biggest lesson is to prioritize both personal well-being and professional support when choosing a role. It is important to trust your instincts if something feels off and seek out mentors or colleagues who can provide guidance and encouragement. Equally important is knowing what you want in a position and clearly understanding the difference between your non-negotiables and aspects of a role you can manage or adapt to. This self-awareness allows you to advocate for yourself and stand firm, ensuring that your skills, contributions, and needs are recognized and respected while avoiding situations that could compromise your well-being or professional growth.
Reflection Questions for Staff
- What are your non-negotiables when it comes to work? How, if at all, have they changed since starting your first professional role?
- In what ways have you seen your wellness impacted in your current role?
- Who are your mentors in the field that you know will support you, give you honest guidance, and fill your cup?
Reflection Questions for Supervisors
- What is your onboarding plan for new staff? In what ways does it attend to new staff holistically?
- How do you respond when someone voices concerns about belonging, fit, or safety within the department?
- In what ways do you recognize and affirm the work of your staff so that it feels genuine and meaningful?
- How do you model openness and vulnerability in a way that encourages transparency from your team?
Author Bios
Hannah Starling (she/her) currently serves as the Undergraduate Recruiter in the College of Education at North Carolina State University. She helps students explore education majors, guides them through the admissions process, and plans events to welcome new students to campus. Hannah is passionate about helping students and families in transition periods of their lives, helping them find their path to success in college.
David Maldonado Jr. (he/him) currently serves as a Hall Director at the University of Rhode Island. Since joining the institution, David has enjoyed opportunities that have allowed him to strengthen his skills and grow in confidence as a student affairs professional. In his new role, he has continued to expand his involvement with ACUHO-I, particularly in the development of his position within the organization, while also contributing to recruitment and selection efforts at his institution.
Reference
Search, S. (2025, February 19). The average length of a job by generation: A look at workforce trends. LinkedIn. https://www.linkedin.com/pulse/average-length-job-generation-look-workforce-trends-sudina-search-r4wqf/