Providing Access, Serving Programs, and Strengthening Inclusiveness: A Tripartite Model for Graduate Schools

Autor/in	Windchief, Sweeney
Titel	Providing Access, Serving Programs, and Strengthening Inclusiveness: A Tripartite Model for Graduate Schools
Quelle	In: International Journal of Multicultural Education, 21 (2019) 2, S.64-80 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Access to Education; Inclusion; Graduate Students; Departments; College Administration; Student Diversity; Resource Allocation; Research Universities; Institutional Mission; Race; Ethnicity; Doctoral Degrees; Affirmative Action; Student Recruitment; Disproportionate Representation; Minority Group Students; School Holding Power + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Department; Abteilung; College administrators; Hochschulverwaltung; Ressourcenallokation; Forschungseinrichtung; Rasse; Abstammung; Ethnizität; Doctoral degree; Doktorgrad
Abstract	This paper addresses critical issues related to student support and how different departments define inclusivity for graduate students in the context of American higher education. A four-framed, comprehensive, tripartite model is provided to guide institutions by assisting graduate school administrators, who are charged with improving inclusiveness regarding academic programs and departments. This model suggests services and support in precise ways by delineating the different needs that programs have. Finally, this manuscript concludes with a discussion on encouraging programs and departments to deliberate on why they value diversity. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01