Beyond a Bachelor's: An Evaluation of a Graduate School Admission Preparation Program

Peteet, Bridgette; Lige, Quiera

doi:10.1037/e650032012-001

Cited by 4 publications

(6 citation statements)

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“…GSPPs are structured programs designed to increase student-of-color participation by providing preparatory course work, summer immersion and research experiences, mentors and intensive program advising (Simpson, 2003). For underrepresented students of color, these programmatic interventions have been shown to increase interest in graduate school, self-efficacy, application to graduate school, acceptance into graduate school, awareness about the graduate school experience and engaging in research at the graduate level (Peteet and Lige, 2015;Simpson, 2003). Unsurprisingly, national support for STEM GSPPs has expanded (Matthews, 2011;The Whitehouse, 2013); however, these programs are usually only examined for their impact on student outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Jones

2016

JME

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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.

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Section: Literature Reviewmentioning

confidence: 99%

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

Jones

2016

JME

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“…Aside from revealing the ethnic and cultural disparities in SLP Praxis test outcomes, results of this study have also underscored the lack of diversity of SLP Praxis test takers, in general, leading to academic barriers faced by CLD students. The underrepresentation of minorities in graduate programs such as communication sciences and disorders; psychology; science, technology, engineering, and math; and public health has led to a critical shortage of trained clinicians to work with the ever-increasing CLD populations ( Bellon-Harn & Weinbaum, 2017;Cahn, 2015;Callahan et al, 2018;Fuse, 2018;Goodman et al, 2020;Kohnert, 2013;Pacheco et al, 2015;Peteet & Lige, 2016;Roberts & Ostreko, 2018;Rosa-Lugo et al, 1998;Walters & Geller, 2002;Wilson et al, 2019). A variety of barriers have been identified in this underrepresentation, most notably, financial concerns (Fuse, 2018;Muñoz-Dunbar & Stanton, 1999;Pavelko et al, 2015;Rosa-Lugo et al, 1998;Saenz et al, 1998), academic achievement concerns (Fuse, 2018;Kohnert, 2013;Peteet & Lige, 2016;Rosa-Lugo et al, 1998;Saenz et al, 1998), and social concerns (Muñoz-Dunbar & Stanton, 1999;Peteet & Lige, 2016;Saenz et al, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…Recommendation: Actively recruit CLD students. Measures to actively recruit more diverse students include offering financial aid, advertising to CLD populations regarding holistic admissions processes, making personal contacts with prospective students, and engaging current CLD faculty and/or students in their recruitment efforts (ASHA, n.d.-f;Bellon-Harn & Weinbaum, 2017;Cahn, 2015;Goodman et al, 2020;Muñoz-Dunbar & Stanton, 1999;Peteet & Lige, 2016;Rogers & Molina, 2006;Saenz et al, 1998;Walters & Geller, 2002).…”

Section: Csd Graduate School Barriers and Suggestions For Mitigating Themmentioning

confidence: 99%

“…These social differences may cause them to hold perceptions that they do not "fit in" with other students in higher education (Saenz et al, 1998). Additionally, Peteet and Lige (2016) report that African American/Black students are often ill-prepared for obstacles in their academic careers, as they are often the first in their families to pursue bachelor's degrees. Consequently, a limited number of African American/Black students have parents with advanced degrees who can serve as role models in their graduate school journey.…”

Section: Barrier: Social Factorsmentioning

confidence: 99%

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Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

Medina

Alfano

Moore

2022

Am J Speech Lang Pathol

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Purpose: The primary purpose of this article is to explore the speech-language pathology (SLP) Praxis test, a barrier to culturally and linguistically diverse (CLD) individuals entering the profession, by investigating first-time pass rates and mean scores by test taker race/ethnicity. Other potential barriers to licensure and certification, as well as solutions for mitigating these barriers, will also be addressed. Method: SLP Praxis test data from two windows of time, 2008–2011 and 2014–2020, were compared for the following: (a) proportions of test taker race/ethnicity relative to U.S. demographic estimates of racial/ethnic group proportions overall, (b) proportions of racial/ethnic groups, and (c) trends in test-taker mean scores by race/ethnicity. First-attempt pass rates by racial/ethnic groups were also calculated for the 2014–2020 testing window. Results: The percentage of some CLD SLP Praxis test-taker groups increased since the 2008–2011 testing window but is still not representative of U.S. racial/ethnic demographics. The first-attempt pass rates and overall mean scores of CLD test-taker groups remained substantially lower than White non–Hispanic/Latinx test takers. Conclusions: Despite the encouraging trends in SLP Praxis test-taker racial/ethnic diversity, disparities persist between the racial/ethnic makeup of SLP Praxis test takers and the demographic makeup of the United States. Consequently, these disparities have implications for the continued lack of cultural representativeness seen in our workforce.

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“…The data revealed that Black women also outperformed Black men, with a completion rate of 44%. In addition to those challenges, it is found that Black men are less likely to pursue graduate and professional studies (Richardson, 1990;Peteet & Lige, 2016). Moreover, several data sources confirm that females outpace males with regard to educational attainment at the undergraduate and graduate levels (Musu-Gillette et al, 2016;Snyder, de Brey & Dillow, 2016).…”

Section: Context and Backgroundmentioning

confidence: 99%

Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers

Wyche¹

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In dominant literature, Underachievement has often defined the educational experiences of Black males in the US. More recently, a growing body of research has highlighted the educational achievement of Black males. However, limited studies have explored Black male achievement beyond K-12 and undergraduate. The purpose of this study was to explore how Black male doctoral degree completers make meaning of their educational experiences. Utilizing Bandura's self-efficacy theory and Shaun Harper's anti-deficit framework, fourteen doctoral completers participated in semi-structured interviews. By using a narrative inquiry methodology, the data revealed five major themes. These themes were Early Schooling and Pre-College Socialization, Positive Undergraduate Experiences, Post-Undergraduate Success Black Males' Decision to Pursue a Doctoral Degree, Combatting Adverse Doctoral Experiences, and Black Males' Motivation to Complete Doctoral Degree. Various individuals supported Black males throughout their educational experiences. Career aspirations and encouragement from others shaped their decision to pursue education beyond the bachelor's degree. Black males used spirituality and self-efficacy to complete doctoral education. The findings yielded recommendations for practice. These practices included providing high expectations for Black males at every stage of the educational pipeline, using faculty as images of possibility, and addressing the underrepresentation of Black males. Also, researchers must conduct additional on the educational achievement of Black males at every stage of the educational pipeline, including K-12, Higher Education, and graduate education.

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Beyond a Bachelor's: An Evaluation of a Graduate School Admission Preparation Program

Cited by 4 publications

References 0 publications

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

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

Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers

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