Ethnic Disparities in Graduate Education: A Selective Review of Quantitative Research, Social Theory, and Quality Initiatives

Autor/inn/en	Franklin, Somer L.; Slate, John R.; Joyner, Sheila A.
Titel	Ethnic Disparities in Graduate Education: A Selective Review of Quantitative Research, Social Theory, and Quality Initiatives
Quelle	In: Journal of Faculty Development, 28 (2014) 3, S.63-79 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-7627
Schlagwörter	Graduate Study; Ethnic Diversity; Ethnicity; Statistical Analysis; Social Theories; Quality Assurance; Comparative Analysis; Enrollment Trends; Racial Differences; Gender Differences; Predictor Variables; Student Participation; Generational Differences; Minority Group Students; Educational Research; Literature Reviews; Meta Analysis; Educational Benefits; Educational Trends; Demography; Educational Attainment; Ethnic Studies; Institutional Characteristics; Cultural Capital; Bachelors Degrees; Masters Degrees; Disproportionate Representation; Graduation Rate; Educational Assessment; Educational Indicators + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Ethnizität; Statistische Analyse; Gesellschaftstheorie; Qualitätssicherung; Rassenunterschied; Geschlechterkonflikt; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Bildungsertrag; Bildungsentwicklung; Demografie; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	In this article, we analyzed research studies in the field of graduate education. In particular, we explored the issue of inequity in graduate education through three key lenses of social science analyses. Furthermore, we analyzed selected quantitative research studies that undertook a comparative examination of aggregate trends in enrollment and completion of graduate programs across race, ethnicity, and gender. We examined selected social theories that help surface the intergenerational and social nature of predictors of participation in graduate school. Finally, we reviewed selected diversity programs in which the issue of inequity was addressed. Highlighted in our discussion is the importance of graduate education to both individuals and society, the underrepresentation of ethnic minority students in the graduate education pipeline and degree holding population, student support and diversity programs and initiatives, and the variety of research studies conducted in higher education with regard to minority participation and success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10