Entering the (Postgraduate) Field: Underrepresented Students’ Acquisition of Cultural and Social Capital in Graduate School Preparation Programs

2016 ◽  
Vol 87 (2) ◽  
pp. 178-205 ◽  
Author(s):  
Rachelle Winkle-Wagner ◽  
Dorian L. McCoy
Keyword(s):  
Social Capital ◽  
Graduate School ◽  
Underrepresented Students ◽  
Preparation Programs ◽  
Graduate School Preparation ◽  
School Preparation

More than an intervention: strategies for increasing diversity and inclusion in STEM

2016 ◽  
Vol 10 (2) ◽  
pp. 234-246 ◽  
Author(s):  
Sosanya Jones
Keyword(s):  
Graduate School ◽  
Graduate Program ◽  
Stem Fields ◽  
Preparation Programs ◽  
Content Type ◽  
Program Leaders ◽  
Diversity And Inclusion ◽  
Graduate School Preparation ◽  
School Preparation ◽  
Insight Into

Purpose This paper aims to provide insight into the strategies used by leaders of graduate school preparation programs for science, technology, engineering and mathematics (STEM) to recruit and retain graduate students of color within STEM fields. Design/methodology/approach This paper is a qualitative multiple-case study using a snowball sample and semi-structured interview protocol. Twenty interviews were conducted. Findings Graduate program leaders use particular strategies to increase diversity and inclusion within graduate STEM education, and these strategies are strongly influenced by their institutional context. The most common strategies include collaboration, mapping the political terrain, evaluation, mediation, persistence, persuasion, networking in and outside of the institution, strategic planning, bargaining and negotiation, reaching out to the greater campus, and coalition building and developing allies. Research limitations/implications All of the institutions in this study were public research institutions. Further inquiry is needed on more diverse types of institutions. Practical implications The results of this study can be used by institutional and STEM program leaders who wish to increase diversity and inclusion. Social implications This research study raises awareness about an under-studied group of leaders, as well as the importance of considering context when developing strategic plans for increasing diversity and inclusion for STEM. Originality/value This study is unique because while graduate school preparation programs have become an important strategy for addressing diversity in STEM fields, research on these programs usually focuses only on student outcomes. This study provides rare insight into what is required to implement, sustain and expand these kind of diversity programs.

scholarly journals Graduate school preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A systematic review

2019 ◽  
Vol 5 (1) ◽  
pp. 33-53
Author(s):  
Rachel Renbarger
Keyword(s):  
Graduate School ◽  
Underrepresented Students ◽  
The United States ◽  
Student Growth ◽  
Future Research ◽  
Graduate Degree ◽  
Graduate Degrees ◽  
Graduate School Preparation ◽  
School Preparation ◽  
Post Baccalaureate

Underrepresented students attain a lower proportion of graduate degrees in the United States (US), demonstrating inequity in higher education. The Ronald E. McNair Post-baccalaureate Achievement Program has been providing underrepresented students with supports to increase their ability to attain a graduate degree. A systematic literature review identified that the Ronald E. McNair Post-baccalaureate Achievement Program promotes student growth in personal, social, and academic areas, as well as assist students enter graduate school. Few articles mentioned issues with the program but include students’ difficulties with socialization and the transition into graduate school. Limitations of the collected studies and possibilities for future research examining this program are included

Graduate School Preparation within an Undergraduate Program (Work in Progress)

2018 ◽  
Author(s):  
Aaron Carpenter ◽  
Nate Derbinsky ◽  
Yugu Yang-Keathley ◽  
Durga Suresh
Keyword(s):  
Graduate School ◽  
Undergraduate Program ◽  
Work In Progress ◽  
Graduate School Preparation ◽  
School Preparation

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.

Assessing the Impact of a Graduate School Preparation Program on First-Generation, Low-Income College Students at a Public Liberal Arts University

2003 ◽  
Vol 4 (4) ◽  
pp. 393-405 ◽  
Author(s):  
John T. Ishiyama ◽  
Valerie M. Hopkins
Keyword(s):  
College Students ◽  
Graduate School ◽  
Low Income ◽  
Liberal Arts ◽  
First Generation ◽  
Liberal Arts University ◽  
Graduate School Preparation ◽  
Mcnair Program ◽  
Low Income College Students ◽  
The Impact

This study assessed the performance of a federal program designed to serve first-generation, low-income (FGLI) college students—the Ronald E. McNair Program. Using data from a midwestern liberal arts university we found that FGLI program participants are far more likely to be retained to the university and successful in terms of timely graduation and placement into graduate school than FGLI non-participants, even when controlling for academic ability and ambition.

scholarly journals Leveraging Social Capital to Broaden Participation in STEM

2020 ◽  
Vol 7 (1) ◽  
pp. 35-43
Author(s):  
Guan K. Saw
Keyword(s):  
Social Capital ◽  
Native Americans ◽  
Stem Education ◽  
Low Socioeconomic Status ◽  
Underrepresented Students ◽  
After School ◽  
Stem Learning ◽  
Persons With Disabilities ◽  
And Mathematics ◽  
K 12

Broadening participation in science, technology, engineering, and mathematics (STEM) is critical to the nation’s economic growth and national security. In K–12 and higher education, researchers and educators increasingly employ the concept of social capital to develop programs for improving STEM learning, motivation, and participation of young students. STEM social capital in education comprises STEM-oriented resources—whether instrumental, informational, or emotional—that students access through their social networks. Major theoretical perspectives, research evidence, and promising practices are associated with the concepts of social capital in STEM education. Students’ social capital in STEM education (derived from families, peers, teachers, and professional networks) demonstrably promotes their STEM educational outcomes and career paths. Inclusive STEM schools, mentoring, and after-school programs are some promising approaches that can enhance STEM social capital and outcomes of underrepresented students, particularly women, Blacks/Hispanics/Native Americans, youth with low socioeconomic status, and persons with disabilities.

Sign in / Sign up

Export Citation Format

Share Document