Gender, Anticipated Family Formation, and Graduate School Expectations Among Undergraduates

2017 ◽  
Vol 33 (1) ◽  
pp. 95-117 ◽  
Author(s):  
Rachel Allison ◽  
Margaret Ralston
Keyword(s):  
Graduate School ◽  
Family Formation ◽  
School Expectations

Keeping Women in the Science Pipeline

2011 ◽  
Vol 638 (1) ◽  
pp. 141-162 ◽  
Author(s):  
Marc Goulden ◽  
Mary Ann Mason ◽  
Karie Frasch
Keyword(s):  
Graduate School ◽  
Family Formation ◽  
Parental Leave ◽  
The United States ◽  
Federal Agencies ◽  
Data Sources ◽  
Multiple Sources ◽  
Talent Pool ◽  
Doctorate Recipients

Premier science largely depends on the quality of the pool of future scientists. Women now represent a large part of the talent pool in the United States, but many data sources indicate that they are more likely than men to “leak” out of the science pipeline before obtaining tenure at a college or university. The authors’ research examines this issue in detail, drawing on multiple sources, including the Survey of Doctorate Recipients and several original surveys. Their findings show that family formation—most important marriage and childbirth—accounts for the largest leaks in the pipeline from graduate school to the acquisition of tenure for women in the sciences. The authors also find that researchers receive limited benefits when it comes to family responsive policies, such as paid maternity and parental leave, and that young scientists receive the least. Together, federal agencies and universities can make headway in solving this systemic problem.

scholarly journals Parental Attitudes to Family Formation and Adaptation of Readiness of the Graduate school

2012 ◽  
Vol 1 (3) ◽  
pp. 15-17
Author(s):  
Keyword(s):  
Graduate School ◽  
Family Formation ◽  
Parental Attitudes ◽  
Educational Environment ◽  
Social Adaptation ◽  
Family Influence ◽  
School Graduate

The article discusses the interrelation of the parental attitudes and the formation of adaptive readiness of school graduate. It is shown that the school educational environment and family influence on the development of skills providing social adaptation.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

Graduate school reminiscences: Hull and Koffka.

1976 ◽  
Vol 31 (10) ◽  
pp. 685-688 ◽  
Author(s):  
J. A. Gengerelli
Keyword(s):  
Graduate School

The promise and problems of an independent graduate school.

1976 ◽  
Vol 31 (2) ◽  
pp. 182-188 ◽  
Author(s):  
Mervin B. Freedman
Keyword(s):  
Graduate School

Applying to Graduate School Made Easy (or Easier)

PsycCRITIQUES ◽  
2004 ◽  
Vol 49 (Supplement 10) ◽  
Author(s):  
Steven A. Meyers
Keyword(s):  
Graduate School
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