Rigor and Support in Racialized Learning Environments: The Case of Graduate Education

Posselt, Julie R.

doi:10.1002/he.20271

Cited by 21 publications

(18 citation statements)

References 29 publications

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“…Social support as multi-faceted and embodied in various forms, e.g., research networks and collaborations, friendships, and seminar groups (Mantai & Dowling, 2015) as it is, interconnects all four dimensions in this model. Ultimately, social support empowers the student and helps develop a sense of becoming a researcher and being recognised as one (Mantai, 2017;Posselt, 2018).…”

Section: Resultsmentioning

confidence: 99%

‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

Mantai

2019

IJDS

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Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.

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Section: Resultsmentioning

confidence: 99%

‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

Mantai

2019

IJDS

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“…Gaps in self-efficacy might result in part from a dearth of diverse role models in the professoriate at the same time that these gaps perpetuate future underrepresentation. Doctoral programs remain racialized institutions (Posselt 2018), and PhD student satisfaction varies significantly by race (Ong et al 2011;Slay, Reyes, and Posselt 2019). Black female, Latino, and Latina graduate students report receiving less effective mentorship and being more likely to experience racism than other students (Johnson-Bailey 2004;Monforti and Michelson 2008).…”

Section: Discussionmentioning

confidence: 99%

Assessing Racial/Ethnic and Gender Gaps in Political Science PhD Students’ Methodological Self-Efficacy

Smith

Gillooly

Hardt

2021

APSC

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Most research on diversity within political methodology focuses on gender while overlooking racial and ethnic gaps. Our study investigates how race/ethnicity and gender relate to political science PhD students’ methodological self-efficacy, as well as their general academic self-efficacy. By analyzing a survey of 300 students from the top 50 US-based political science PhD programs, we find that race and ethnicity correlate with quantitative self-efficacy: students identifying as Black/African American and as Middle Eastern/North African express lower confidence in their abilities than white students. These gaps persist after accounting for heterogeneity among PhD programs, professional and socioeconomic status, and preferred methodological approach. However, small bivariate gender gaps disappear in multivariate analysis. Furthermore, gaps in quantitative self-efficacy may explain racial/ethnic disparities in students’ broader academic self-efficacy. We argue that the documented patterns likely lead to continued underrepresentation of marginalized groups in the political methodology student body and professoriate.

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“…Students' independent activity, the organization of self-learning environments, and experimental and practical training, where students have a choice of actions and can use initiative, should be the focus of the university. Equal consideration should be given to lecturers' teaching abilities as well as learning environments that meet students' individual needs (Korhonen, Ruhalahti, & Veermans, 2019;Posselt, 2018;Sanger, 2020).…”

Section: University's Commitment To Providing Fundamental Servicesmentioning

confidence: 99%

Quality Service Provision and Students Satisfaction at Akenten Aooiah-menka University of Skills Training and Entrepreneurial Development: Implications for University management

Osei-Owusu¹

2021

WJER

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The aim of this study was to investigate the factors that affect quality service provision and students’ satisfaction at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development. Descriptive survey research was used for the study. Simple random sampling was used to select third and final year undergraduate students in Kumasi and Mampong campuses.The total population of the study was 1642. Parasuram’s SERQUAL instrument type of questionnaire was adopted as a research instrument for data collection. The internal consistency of the 32-items yielded a Cronbach Alpha value of 0.91. The data gathered were quantitatively analysed with the use of descriptive and inferential statistics. The results of the study showed a statistically strong and direct relationship between quality in commitment, social and financial bonds, communication, general academic conditions and administrative support and students’ satisfaction which in turn influenced institutional image and students’ loyalty. This indicates that students had high expectations in the five-dimensional variables that stood as proxy for quality service provisions by the University. It was recommended that university management should appoint competent academic and administrative staffs to positions, provide them with adequate professional development programmes to improve their commitment in teaching and learning, communication and other service provisions. More so, management should be proactive towards adequate infrastructural provision for students in order to improve their academic work in a conducive learning environment. Lastly, the study will benefit other universities in Ghana to identify cost effective ways of improving service quality provision.

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Rigor and Support in Racialized Learning Environments: The Case of Graduate Education

Abstract: Racial and gender dynamics in many learning environments present students from minoritized backgrounds with challenges that must be accounted for in defining both what makes a learning experience rigorous and how faculty can scaffold student growth.

Cited by 21 publications

References 29 publications

‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

Assessing Racial/Ethnic and Gender Gaps in Political Science PhD Students’ Methodological Self-Efficacy

Quality Service Provision and Students Satisfaction at Akenten Aooiah-menka University of Skills Training and Entrepreneurial Development: Implications for University management

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