A study of graduate on time (GOT) for Ph.D students using decision tree model

Chin, Wan Yung; Ch’ng, Chee Keong; Jamil, Jastini Mohd

doi:10.1063/1.5121085

Cited by 1 publication

(1 citation statement)

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“…In the absence of strong mentorship and insider knowledge about the entrance requirements of graduate school, they may be unaware of the extremely high GPA required to pursue graduate studies (Buchanan, 2020). There is often pressure for students to take many classes per semester in order to “graduate on time” (Chin et al, 2019; Heins et al, 1984). Thus, when combined with these extra responsibilities, it may seem less important to do extra work for an A− over a B+ grade, although the minimum GPA for graduate studies is effectively an A−.…”

Section: Results Of the Literature Reviewmentioning

confidence: 99%

Increasing the representation of Black, Indigenous, and People of Colour as students in psychology doctoral programmes.

Sarr¹,

Knight²,

Strauss³

et al. 2022

Canadian Psychology / Psychologie canadienne

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There have been persistent calls for increased representation of Black, Indigenous, and People of Colour (BIPOC) in all aspects of the psychology workforce. For equity to occur in the profession and delivery of services, there must be equity in access to graduate-level training in psychology. In this article, we discuss systemic racial inequity in access to Canadian psychology graduate programmes. We reviewed literature to investigate admissions evaluation criteria for racial bias using the University of Ottawa, School of Psychology's publicly available ranking grid as an example. This scoring grid provides a transparent evaluation process that includes elements common to many Canadian programmes. We reviewed literature relevant to predictive validity and racial bias in the grid elements. Our review was guided by two questions: (a) What evidence is there that ranking grid items and other commonly used admissions criteria predict psychology graduate student success? (b) Do the criteria maintain systemic racial bias in the selection of graduate students? We found that all items on the admissions ranking grid were biased, suggesting that racial bias in admissions criteria maintains systemic racism against BIPOC applicants. We propose both concrete and policy/advocacy recommendations to improve access to psychology graduate education for BIPOC groups; these recommendations may benefit other underrepresented groups as well. Public Significance StatementBIPOC are disproportionately underrepresented in Canadian graduate psychology programmes, resulting in few BIPOC working in psychology professions in Canada. This lack of representation has devastating impacts on the profession of psychology as a whole (e.g., lack of diverse thought), and importantly, the health of racialized communities (e.g., lack of culturally appropriate practices and services). The recommendations provided herein can inform changes in policy and procedures to promote racial equity, diversity, and inclusion in the field of psychology.

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Section: Results Of the Literature Reviewmentioning

confidence: 99%