Beginning Graduate School: Explaining First-Year Doctoral Attrition

1998 ◽  
Vol 1998 (101) ◽  
pp. 55-64 ◽  
Author(s):  
Chris M. Golde
Author(s):  
Brennan D. Cox ◽  
Kristin L. Cullen ◽  
William Buskist ◽  
Victor A. Benassi

This chapter highlights several key changes that faculty can helpstudents prepare for as they leave their undergraduate institutions to begingraduate work. It provides data about common preconceptions andmisconceptions of graduate school, including advice from experienced graduatestudents about how first-year students can successfully negotiate theundergraduate-to-graduate transition. Although this chapter applies mainlyto preparing students for PhD programs in psychology, its suggestions will help faculty to prepare their undergraduates for any type ofgraduate degree in psychology.


2017 ◽  
Vol 15 (1) ◽  
pp. 285-301
Author(s):  
THEODORE KODITSCHEK

Since his first year in graduate school, Jerrold Seigel has puzzled over the relationship between modernity and the bourgeoisie. Willing to acknowledge the salience of this class in the making of the modern, he grew increasingly troubled by the failure of every effort to give a clear account of its distinctive historical role. To define the bourgeoisie as simply the group(s) in the middle, “all those who are neither peasants nor workers on the one side, nor aristocrats by birth on the other,” might be empirically accurate, he reasoned, but this provided no analytical insight into the processes of history. The Marxist alternative avoids this vacuity, but only by creating a mythology of the ascendant bourgeoisie—a class that by mere dint of its privileged relation to capital is deemed to be capable of entirely transforming the realms of culture, politics, and the material world. Dissatisfied with these conventional approaches, Seigel introduced a fundamentally new way of thinking in his seminal synthesisModernity and Bourgeois Life, which sought to replace the “traditional nominative formulation [of the bourgeoisie's role] with ones that are more adjectival and historical.” Considering “‘bourgeois’, not in terms of the rise of a class,” he has reconceptualized this term to denote “the emergence and elaboration of a certain ‘form of life’.” It is in connection with this project that Seigel developed the two key concepts that will be considered in this essay, “chains of connection” and “networks of means” (MBL, ix, 6, 25).


2019 ◽  
Vol 86 (2) ◽  
pp. 193-208
Author(s):  
Guangming Ling ◽  
Heather Buzick ◽  
Vinetha Belur

We evaluated the validity of using the GRE General Test to assist with graduate school admissions for individuals with disabilities. We studied a sample of 16,239 graduate students from 10 U.S. research universities in three groups: students without any reported disabilities, students who reported disabilities and took the computer-delivered GRE with accommodations, and students who reported disabilities but took the computer-delivered GRE without accommodations. We examined differential prediction using multilevel modeling and residual analyses. The results revealed that the first-year graduate grade point average of students with disabilities was neither over- nor underpredicted by more than one tenth of a point on the 0- to 4-grading scale. However, variations on the magnitude and direction of differential prediction existed among students with different types of disabilities. We discuss data collection needs and research on students with disabilities attending graduate and professional schools.


2003 ◽  
Vol 27 (3) ◽  
pp. 455-463 ◽  
Author(s):  
Brian Balogh

During my first year of graduate school (1982–83), Louis Galambos congratulated me for having the courage to go into a dying field. Naïveté, not courage, had propelled me to leave my position as deputy director of income maintenance programs for the New York City Department of Social Services and study political history at The Johns Hopkins University. Although contact with the job market four years later would confirm my adviser’s warnings, at the time he issued this “heads up” I did wonder what Dr. Galambos had been smoking. After all, it seemed to me that politics, and particularly its bureaucratic incarnation, touched the lives of Americans more of ten and more forcefully than ever before. How could interest in this topic be declining? What’s more, by my third year in graduate school, I had mastered a rich body of literature that confirmed the centrality of politics.The Progressive synthesis, dating back to James Beard, Frederick Jackson Turner, and Vernon Parrington, was under fire but still compelled elegant work that had begun to focus less on Progressive presidents and more on the fate of liberalism as it engaged racism, sought to reconcile local preferences with national agendas, and grappled with Americans’ increasing distrust of the centrally directed programs that the New Deal and the Great Society spawned (Brinkley 1982, 1995; Chafe 1980; Gerstle 1989, 2001; McGirr 2001; Sugrue 1996).


Author(s):  
Noriko K. Ishii

The question of positionality is a crucial one in academic pursuits. As a Japan-based historian of U.S. social and women’s history with a PhD from a U.S. university, I was struck by Professor Gary Okihiro’s question on our subject-positions and our stakes in Japanese American studies. His query reminded me of a life-changing incident during my first year of graduate school. Although this experience first turned me away from the field of Japanese American studies, it was an important learning experience and a critical turning point in my academic career. In short, it made me think about the meaning of my positionality as a Japanese person in relation to my academic research in U.S. history and American studies....


10.18060/53 ◽  
2004 ◽  
Vol 5 (1) ◽  
pp. 33-46 ◽  
Author(s):  
M. Thomas ◽  
Roseanna McCleary ◽  
Patricia Henry

This study examines the effectiveness of admission criteria on graduate student performance in classroom and field instruction in a new MSW program. Graduate applicants’ undergraduate GPA, GRE, and total weighted admission score consisting of four items were gathered. These were correlated with their classroom and field instruction performance. Findings reveal that GRE, undergraduate GPA, and total weighted admission scores are significantly correlated with their classroom performance. End of first year cumulative GPA and human service experience were identified as significant predictors of field performance. Implications of these findings for social work educators and graduate school programs are discussed.


2020 ◽  
pp. 002436392095999
Author(s):  
Ana Maria Dumitru

A reflection on the challenges and joys of practicing medicine as a Catholic physician: God often leads us on paths we could not have imagined, and there is a beauty in the surrender to His will. The practice of medicine is increasingly challenging and yet we are called to shine brightly and to live out our vocations without fear, as stumbling blocks to our colleagues. Written from the perspective of a first-year resident in general surgery, this essay is a collection of experiences aimed at inspiring hope and providing encouragement to other Catholic physicians on our collective journey through the practice of medicine as a vocation. Summary: A collection of short stories from medical school, graduate school and the first year of residency, with reflections on the personal transformation that occurs along the journey of practicing as a Catholic physician scientist.


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