Recruiting Minority Students into Special Education Doctoral Programs: A Survey of Students' Knowledge of Higher Education

Abstract

To ascertain possible reasons why few minority students apply for admission to doctoral programs in special education, and to determine the extent of their knowledge of higher education, a questionnaire was given to minority students in a master's degree special education program at an urban university. Finances, family responsibilities, intellectual challenge, and self-confidence are among the variables that affect the pursuit of doctoral study for many minority students. Nevertheless, many minority students set their career goals no higher than the master's degree level. They do not understand the culture and mores of academe or the requirements for tenure and promotion, and do not perceive themselves as potential college professors. Based on the results of this study, strategies for recruiting minority students into doctoral programs and for their retention are recommended.

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

“…Another central theme relates to the achievements of doctoral students (Austin, 2009;Calabrese et al, 2007;Davis et al, 2018;Geesa et al, 2020;Geesa et al, 2021;Gilly, 2004;Sims & Cassidy, 2016;Zambo, 2014). Another body of research is devoted to the implications of doctoral study for both doctoral candidates (Buss, 2020;Carrillo & Rubel, 2019;Paufler et al, 2020;Pervez et al, 2020;Rapp et al, 2001;Wasburn-Moses, 2007;Williamson, 2019) and teachers (Amrein-Beardsley et al, 2012;Austin, 2009;Bentley, 2013;Boyce, 2000;Tam & Rousseau, 2000;Tekian, 2014;Thomas & Reeve, 2006).…”

An ecological analysis of research examining the experiences of students of color in graduate school.

“…However, a variety of hypotheses have been proposed to explain underrepresentation of students of color in graduate school, such as a lack of faculty of color, fewer financial resources (Bernal, 1980; M. E. Brazziel & Brazziel, 2001; Tam & Rousseau, 2000–2001), and inequalities in educational opportunities and achievement throughout the educational pipeline (Hammond & Yung, 1993; Hosp & Reschly, 2004; Maton et al, 2006; National Center for Education Statistics, 2004).…”

“…Although it is clear that students of color are significantly underrepresented in graduate programs, especially at the doctoral level, little is known about the origins of these disparities in enrollment and degree attainment (Maton, Kohout, Wicherski, Leary, & Vinokurov, 2006;Nettles, 1990). However, a variety of hypotheses have been proposed to explain underrepresentation of students of color in graduate school, such as a lack of faculty of color, fewer financial resources (Bernal, 1980; M. E. Brazziel & Brazziel, 2001;Tam & Rousseau, 2000-2001, and inequalities in educational opportunities and achievement throughout the educational pipeline (Hammond & Yung, 1993;Hosp & Reschly, 2004;Maton et al, 2006;National Center for Education Statistics, 2004).…”