Bait and Switch: Representation, Climate, and Tensions of Diversity Work in Graduate Education

Autor/inn/en	Slay, Kelly E.; Reyes, Kimberly A.; Posselt, Julie R.
Titel	Bait and Switch: Representation, Climate, and Tensions of Diversity Work in Graduate Education
Quelle	In: Review of Higher Education, 42 (2019), S.255-286 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Disproportionate Representation; Graduate Study; Psychology; Doctoral Students; Race; Student Recruitment; College Admission; Diversity (Institutional); Mentors; Success; Student Welfare; Research Universities; STEM Education; Equal Education; Minority Group Students; Teacher Attitudes; Racial Relations; Student Diversity; College Environment; College Faculty; Department Heads; Web Sites; Student Experience; Expectation; Student Satisfaction + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Psychologie; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Rasse; Abstammung; Hochschulzugang; Hochschulzulassung; Zulassung; Erfolg; Studentenseelsorge; Forschungseinrichtung; STEM; Lehrerverhalten; Hochschulumwelt; Fakultät; Web-Design; Studienerfahrung; Expectancy; Erwartung
Abstract	We present findings from a case study of a psychology department that has graduated a significantly higher share of underrepresented doctoral students than national averages for its discipline. Using the campus racial climate framework, we found that organizational/structural diversity initiatives (recruitment and admissions practices), presented a positive image of the department's commitment to diversity to prospective students that diverged considerably from the climate and mentoring relationships students experienced once they matriculated. We compared this to a "bait and switch" phenomenon and considered the consequences for students' success and well being, as well as the ability to sustain diverse student enrollment. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01