What's Money Got to Do with It? An Examination of the Relationships between Sources of Financial Support and the Post-Graduation Career Plans of Latina and Latino Doctoral Students in the Social Sciences

Autor/in	Fernandez, Frank
Titel	What's Money Got to Do with It? An Examination of the Relationships between Sources of Financial Support and the Post-Graduation Career Plans of Latina and Latino Doctoral Students in the Social Sciences
Quelle	In: Review of Higher Education, 43 (2019) 1, S.143-168 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Hispanic American Students; Doctoral Students; Social Sciences; Student Financial Aid; Occupational Aspiration; College Faculty; Researchers + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Berufsneigung; Berufsziel; Fakultät; Researcher; Forscher
Abstract	More Latina and Latino faculty members are needed to mentor Latina and Latino students, as well as diversify academic research, and improve campus racial climates and retention of minority faculty members. This paper focuses on the sources of financial support that can facilitate access to faculty careers. I use multinomial logistic estimation and predicted probabilities to examine relationships between various sources of financial support (e.g., assistantships) and Latina and Latino social scientists' post-graduation plans. Plots of predicted probabilities show that the relationships between sources of support and Latina and Latinos' post-graduation plans are similar among other racial and ethnic groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01