Increasing Diversity in Doctoral Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B HE Single Issue Higher Education
• Sprache: Englisch

Seitenzahl: 216

Veröffentlichungsjahr: 2013

Beschreibung

Diversity is defined as those numerous elements of differencebetween groups of people that play significant roles in socialinstitutions, including (but not limited to) race and ethnicity,gender, socioeconomic class, sexual orientation, and culture. Sincedoctoral degree recipients go on to assume roles as faculty andeducators, diversity in doctoral programs is significant. Bysupporting graduate diversity across the academic disciplines,universities ensure that the nation's intellectual capacitiesand opportunities are fully realized. The authors consider diversity broadly from multiple perspectives,from race and ethnicity to institutional type, academic discipline,and national origin. They demonstrate how diversity operatesthrough these venues and definitions, and hope to stimulate aconversation about a key aspect of American highereducation. This volume is the 163rd volume of the Jossey-Bass quarterlyreport series New Directions for Higher Education.Addressed to presidents, vice presidents, deans, and other highereducation decision makers on all kinds of campuses, NewDirections for Higher Education provides timely informationand authoritative advice about major issues and administrativeproblems confronting every institution.

Leseprobe

Contents

Editors’ Notes

Chapter 1. Increasing the Visibility of Women of Color in Academic Science and Engineering: Professional Society Data

Methods: Collecting Data About Professional Societies

Findings: Three Types of Data Sources

Survey Methodologies

Professional Society Data Reports on Women of Color in STEM

Conclusions and Recommendations

APPENDIX: Professional Society Data Reports on Women of Color in Science, Technology, Engineering, and Math

Chapter 2. From Graduate School to the STEM Workforce: An Entropic Approach to Career Identity Development for STEM Women of Color

Entropic Career Identity Development (EnCID) Model

Conclusion

Acknowledgments

Chapter 3. Motivating Latina Doctoral Students in STEM Disciplines

Parents, Home, and Mathematics

Preparing for Higher Education

Higher Education: Colleges, Universities, and Mathematics

Recommendations for Motivating Latinas in Mathematics

Conclusion

Chapter 4. The Challenges of First-Generation Doctoral Students

First-Generation Students

Challenges of First-Generation Doctoral Students

Implications and Recommendations

Chapter 5. Family-Friendly Policies for Doctoral Students

Review of Literature on Graduate Students and Work–Life Balance

Recommendations for Practice

Conclusion

Chapter 6. The Impact of Historically Black Colleges and Universities on Doctoral Students

HBCUs: The Beginning for Many With PhDs in the STEM Fields

HBCUs as Vehicles of Social Capital

Understanding Pathways from HBCUs to Doctoral Education

Conclusion

Chapter 7. The Experiences of Minority Doctoral Students at Elite Research Institutions

At Issue

Concluding Thoughts

Chapter 8. Contributions of Foreign-Born Faculty to Doctoral Education and Research

Research and Scholarly Contributions

Teaching, Mentoring, and Program Development

Implications for Policy, Practice, and Future Research

Chapter 9. How Diversity Influences Knowledge, Identity, and Doctoral Education

Diversity of Knowledge

Diversity of Identity

Implications and Conclusion

Index

Increasing Diversity in Doctoral Education: Implications for Theory and Practice

Karri A. Holley, Joretta Joseph

New Directions for Higher Education, no. 163

Betsy O. Barefoot and Jillian L. Kinzie, Co-editors

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Editors’ Notes

The significance of a diverse doctoral student enrollment cannot be underestimated. By supporting diversity across the academic disciplines, universities ensure that the nation’s intellectual capacities and opportunities are fully realized (Council of Graduate Schools, 2007; National Science Foundation, 2011). Since doctoral-degree recipients go on to assume roles as faculty and other educators, the implications for the academic workforce are also significant. Yet universities are increasingly hampered in their efforts to recruit, retain, and graduate a diverse doctoral student population. The reduction in institutional, state, and federal financial support; the troubled academic pipeline from undergraduate to graduate studies for certain student populations; and the emergence of new legal obstacles related to student recruitment have hindered efforts to increase doctoral student diversity (Garces, 2012).

In this volume, we consider diversity broadly across doctoral education. Diversity is defined as those numerous elements of difference between groups of people that play significant roles in social institutions, including race and ethnicity, gender, socioeconomic class, sexual orientation, and culture, among others (Smith, 2009). Chapter authors address how issues of diversity intersect with and have an impact on doctoral students across multiple disciplines. The chapters seek to offer new insights as to the significance of diversity for doctoral education. In doing so, our intent is to demonstrate how diversity operates through multiple venues and definitions. The goal of the volume is twofold: one, to provide a conceptual framework for understanding the influence of diversity on the doctoral student experience as well as the challenges of fostering diversity within the institutional milieu; and two, to offer recommendations for practice based on scholarship and firsthand experience from researchers in the field.