An Assessment of Academic Predictors for Admission Decisions: Do Applicants Varying in National Origin and in Sex Have a Level Playing Field for a Doctoral Program in Educational Leadership?

Autor/inn/en	Young, I. Phillip; Young, Karen Holsey
Titel	An Assessment of Academic Predictors for Admission Decisions: Do Applicants Varying in National Origin and in Sex Have a Level Playing Field for a Doctoral Program in Educational Leadership?
Quelle	In: Educational Research Quarterly, 33 (2010) 3, S.39-51 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Doctoral Programs; Instructional Leadership; Graduate Students; Gender Differences; Racial Differences; Predictor Variables; Grade Point Average; Standardized Tests; Scores; African American Students; White Students; Hispanic American Students; Asian American Students + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Instruction; Leadership; Bildung; Erziehung; Führung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geschlechterkonflikt; Rassenunterschied; Prädiktor; Standadised tests; Standardisierter Test; African Americans; Afroamerikaner; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	The facial neutrality of academic predictors (GPAs and Miller Analogy Test scores) are examined relative to admission decisions for applicants varying in national origin (i.e., African American, Asian, Hispanic and Whites), sex of applicants (females or males), and consistency of faculty decisions for a particular doctoral program in educational leadership. Archival data are cast in a 4X2X2 factorial design and are analyzed by a MANOVA. Results indicate that it may not be a level playing field for all applicants and suggest a differential weighting for these academic predictors for specific national origins. (Contains 3 tables.) (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10