Faculty Perceptions on (Implicit) Bias during the Graduate Admission Review Process

Autor/inn/en	Pieper, Brandy; Krsmanovic, Masha
Titel	Faculty Perceptions on (Implicit) Bias during the Graduate Admission Review Process
Quelle	In: Studies in Graduate and Postdoctoral Education, 14 (2023) 2, S.117-133 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/SGPE-05-2022-0040
Schlagwörter	Teacher Attitudes; College Faculty; Bias; Graduate Study; College Admission; Self Evaluation (Individuals); Intellectual Disciplines + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulzugang; Hochschulzulassung; Zulassung; Geisteswissenschaften
Abstract	Purpose: The purpose of this study is to examine whether implicit bias exists within the graduate admissions process at a large public research university in the Southeast United States. Additionally, this research sought to identify the type of strategies graduate faculty in the USA use to assess their implicit bias and the support they may need to better recognize and gauge implicit bias during the graduate application review process. Design/methodology/approach: This study used the use of a qualitative, phenomenological research design by conducting individual interviews with graduate faculty members that serve on admissions committees. Findings: The findings revealed six themes in relation to the purpose of the study -- bias recognition, faculty perceptions of their own bias, faculty perceptions on the bias of others, strategies for the application review process, admission committee safeguards and the need for implicit bias training. Originality/value: The study outcomes are discussed in relation to the prior research and literature on this phenomenon. Additionally, the study presents research and practical implications, including actionable strategies for how its results can be practically applied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01