To do adventuresome academic work, students may need to question the implicit assumptions and ways of knowing in their disciplines. Indeed, it is because of this kind of questioning that disciplines evolve.
Sometimes students find that their perspectives or intellectual interests do not fit neatly into the current academic canons. For instance, interest in interdisciplinary questions and the social applications of knowledge is growing, but the structure of some programs makes it difficult for students to pursue these questions in their research and teaching. Studies suggest that underrepresented students experience this disjuncture more keenly; however, majority students face it as well.
Productive scholarly environments value new ways of thinking and encouraging students to explore, and possibly challenge, different models of inquiry.