This winter break, many students will be putting the finishing touches on their graduate school applications. These students hope to continue the pursuit of higher education. There are a myriad of reasons why a person reaching the close of their current academic enterprise would seek to renew their “student-hood.”

Some students apply to graduate school to avoid the “real world.” They wish to remain in the cocoon for just a little longer. They know how to be good students, and they are willing to prolong economic adolescence through grants, loans and temporary employment. They hope to discover a direction for their life that college alone did not provide.

To other applicants, graduate school is about employability. Around the world, people are seeking greater amounts of education to compete in a tough economy. Many see a master’s degree, such as those offered in the UW’s professional schools, as a springboard to better job prospects or earning potential in their respective careers in fields like forestry, medicine, business, law and public affairs. To a few, the job market outside of colleges and universities holds little meaning. These students are, however, equally ambitious. They seek their future within the walls of academia’s ivory tower. Their goal is to be one of the lucky few to secure coveted teaching or research faculty positions at schools around the country. They want to study their subject for life and be a part of the academy.

I spoke with two master’s students in their final year of studying comparative religion in the Jackson School of International Studies. Both are applying to doctorate programs, as are most of their peers. Within the graduate student lounge, the joke is that this is all one can do with a master’s in comparative religion.

Jennifer Callaghan is in the first quarter of her 22nd year as a student. Her life-long love of books, words, theories and classrooms began with an experimental, verbally-focused preschool in Tacoma. She spent half of her six years outside of school in diapers. The other half she worked at, rather than attended, a medical school in an administrative position. Now, if accepted to a doctorate program she will have five to seven more years of education ahead of her. One wonders why someone qualified for a challenging position elsewhere would spend 29 years living the grueling, impecunious life of a student.

“I love my subject, and I think it needs more critical work and more public exposure,” says Callaghan, who studies contemporary American Catholicism. “I feel committed to contributing to it in both ways.”

Ben Nickodemus likes to joke with his peers in ancient Greek and other classical languages. He is a student of Christianity, Judaism, ancient history, classics and humanities. He seeks the pleasures of a life discussing these interests behind the podium. “The need to wear tweed is important,” he jokes, citing the stereotype of the patched-elbow-tweed-coated-professor at the head of the classroom. “But I really like to teach and learn. I find that teaching college most suits my interests. I am interested in helping students think critically. I find myself best able to accomplish that by means of providing them with an introduction to depth of content, for which I care very much.”

Like Callaghan, Nickodemus periodically serves as a teaching assistant. This allows him to practice coaching students through subject matter dear to his heart, while receiving funding to cover the cost of his education. Nickodemus has seen the real world, chopping firewood and serving as an unskilled laborer in a cabinet shop in Idaho. These are not careers he hopes to return to.

“These guns,” he states, flexing his arms, “are made for carrying books.”

Reach columnist Elizabeth Brady at features@dailyuw.com.