Exploring Graduate Students' Socialization to Equity, Diversity, and Inclusion

Autor/inn/en	Perez, Rosemary J.; Robbins, Claire K.; Harris, L. Wesley, Jr.; Montgomery, Cheryl
Titel	Exploring Graduate Students' Socialization to Equity, Diversity, and Inclusion
Quelle	In: Journal of Diversity in Higher Education, 13 (2020) 2, S.133-145 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perez, Rosemary J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000115
Schlagwörter	Graduate Students; Social Problems; Social Values; Social Justice; Diversity; Inclusion; Minority Group Students; Departments; Global Approach; Professional Identity; Socialization; Prior Learning; Beliefs; Cultural Influences; Identification (Psychology); College Faculty; Educational Environment; Course Content + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Social problem; Soziales Problem; Sozialer Wert; Soziale Gerechtigkeit; Inklusion; Department; Abteilung; Globales Denken; Socialisation; Sozialisation; Vorkenntnisse; Belief; Glaube; Cultural influence; Kultureinfluss; Fakultät; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kursprogramm
Abstract	To better prepare graduate students to address societal problems, scholars have asserted the need to foster students' abilities to engage across differences in social identities, values, and beliefs. Yet few studies have examined whether and how graduate students learn about equity, diversity, and inclusion (EDI) during their training. Acknowledging this void, our critical constructivist comparative case study explored how 44 graduate students in an array of disciplines and fields at 2 institutions were socialized to EDI across their experiences. Our findings indicate that academic departments rarely discuss EDI, and when they do, they highlight the need for increased compositional diversity. Participants' experiences with faculty, in courses, in departmental gatherings, and in lab/research settings communicated the relevance or lack thereof of EDI to students' disciplines and fields. Because EDI was often omitted from discussions in students' departments, multiple participants with minoritized identities expressed feeling marginalized and tokenized, if not overtly targeted, based on their identities. To supplement their learning about EDI and to find additional sources of support, many students participated in programs/courses through their graduate college or engaged with identity-centered student organizations. Our research illuminates the need for academic departments to consistently provide intentional opportunities for individuals to learn about EDI in their disciplines and fields if we are to create inclusive learning environments and prepare graduate students to contribute to a complex and interdependent global society. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01