Review of Racially Equitable Admissions Practices in STEM Doctoral Programs

Abstract

This study reviews literature on racially equitable admissions practices relevant to graduate programs in STEM. Graduate Record Exam (GRE) scores correlate more strongly with race, gender, and socioeconomic status than performance metrics for research during or after graduate school. Structural changes to admissions processes that can improve equity of admissions decisions and reduce correlations between admissions decisions and demographic data include using holistic review or composite scores that quantize more components of an application, removing hard limits on course requirements, admitting students as a cohort instead of to individual faculty sponsors, and diversifying admissions committees. Some alternative scoring methods attempt to measure personality traits, but performing these measurements during admissions may present difficulties. Bridge programs—whether they are implemented as collaborations with a minority-serving institution, a personalized educational program for each student admitted to a program, or a stand-alone program before the doctoral degree program—may be able to improve both recruitment and retention of students with underrepresented racial and ethnic identities in their field of study. Finally, financial barriers to applications can disproportionately affect underrepresented applicants due to systemic racism. We end with recommendations for graduate programs to improve equity in admissions processes.

Roma University Students in Spain: Who Are They?

“…These barriers include feeling that they are in unreceptive institutions [43], hiding their ethnicity under stress because of the fear of discrimination [44] and not feeling like they belong due to anti-Roma comments and attitudes [45], among others. Thus, ensuring a safe climate where these students' well-being is guaranteed is important for increasing the share of underrepresented communities' students [46], as well as including their voices in educational institutions from an early age [47].…”

STEM PROGRAM LEADERS' STRATEGIES TO DIVERSIFY THE DOCTORAL STUDENT POPULATION: INCONGRUENCE WITH STUDENT PRIORITIES

“…GRE scores are one factor that is strongly considered (Posselt, 2014), even though they are not accurate predictors of student success (Moneta-Koehler et al, 2017), and it is well established that there are gender and racial/ethnic biases in scores (Bleske-Rechek and Browne, 2014). Despite calls for more holistic, racially equitable review of STEM candidates (Wilson et al, 2019;Roberts et al, 2021), many institutions remain reluctant to remove their GRE requirement, in part because it accounts for 10% of the score used to calculate the U.S News and World Report program rankings (USNWR, 2021).…”

Mentoring practices predictive of doctoral student outcomes in a biological sciences cohort

“…In conversations about diversifying academic institutions, the vast majority of public attention is given to recruitment (admissions and hiring) (6,7). However, targeting diversity in recruitment is only effective and sustainable when also addressing retention (8).…”