Toward Inclusive Excellence in Graduate Education: Constructing Merit and Diversity in PhD Admissions

Autor/in	Posselt, Julie R.
Titel	Toward Inclusive Excellence in Graduate Education: Constructing Merit and Diversity in PhD Admissions
Quelle	In: American Journal of Education, 120 (2014) 4, S.481-514 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/676910
Schlagwörter	Doctoral Programs; College Admission; Inclusion; Student Diversity; Admission Criteria; College Faculty; Decision Making; Interviews; Observation; Achievement; Minority Group Students; Ethnography; Case Studies; Comparative Analysis; Graduate Students + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Hochschulzugang; Hochschulzulassung; Zulassung; Inklusion; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Fakultät; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Beobachtung; Performance; Leistung; Ethnografie; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Professors play an underexamined role as gatekeepers, and their understandings of merit have significant implications for racial equity and diversity in graduate education and the professoriate. To understand faculty reliance upon admissions criteria that undermine espoused diversity goals, this study examined decision making in 10 highly selective doctoral programs, including the meanings faculty associate with common admissions criteria. Through 86 interviews and 22 hours of admissions committee observations, findings reveal that conceptions of merit changed throughout the review process. Privileging diversity among those who made the short list marginally affected outcomes because the initial standard--a very high quantitative bar of conventional achievement--excluded many students of color. Implications for reframing merit and reforming graduate admissions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10