Disciplinary Logics in Doctoral Admissions: Understanding Patterns of Faculty Evaluation
Disciplinary Logics in Doctoral Admissions: Understanding Patterns of Faculty Evaluation
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博士招生中的学科逻辑：理解教师评估模式
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发表时间：
2015
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通讯作者：
J. Posselt
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作者：
J. Posselt
博士不同学科的种族和性别的成绩差异很大，之前的研究发现研究生录取标准和做法存在学科差异。为了更好地了解学科如何影响招生偏好和实践，进而影响学生接受研究生教育的机会，本文揭示了博士招生中教师评估的学科模式。基于我们对学科文化的了解，我对人文、社会科学和自然科学领域 10 个高度选择性的项目的博士招生进行了比较人种学案例研究，其中包括对 68 名参与者的 86 次访谈和招生委员会 22 小时的观察。在本文中，我分析了代表经济学和哲学这两个高度共识学科的三个项目中明显的教师评估模式。他们的主流理论、认识论、方法论和实践优先事项都对申请人的判断和招生决策的实施产生了形成性影响。我认为制度化的学科假设是学科逻辑的基础：教师通过理性模型使局外人可能认为有争议的群体内质量标准和评估实践合法化。
Ph.D. attainment rates by race and gender vary widely across the disciplines, and previous research has found disciplinary variation in graduate admissions criteria and practices. To better understand how disciplines shape admissions preferences and practices, which in turn may shape student access to graduate education, this article uncovers disciplinary patterns of faculty evaluation in doctoral admissions. Building on our knowledge of disciplinary cultures, I conducted comparative ethnographic case studies of doctoral admissions in ten highly selective programs in the humanities, social sciences, and natural sciences, including 86 interviews with 68 participants and 22 hours of admissions committee observations. In this article, I analyze patterns of faculty evaluation evident in three programs representing two high-consensus disciplines, economics and philosophy. Their prevailing theories, epistemologies, methodologies, and practical priorities each have a formative influence on judgments of applicants and the conduct of admissions decision making. I propose that institutionalized disciplinary assumptions are the basis for disciplinary logics: models of rationality by which faculty legitimize in-group standards of quality and evaluative practice that outsiders may deem contestable.