Toward Inclusive Excellence in Graduate Education: Constructing Merit and Diversity in PhD Admissions
Toward Inclusive Excellence in Graduate Education: Constructing Merit and Diversity in PhD Admissions
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DOI：
10.1086/676910
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发表时间：
2014-08-01
影响因子：
2.5
通讯作者：
Posselt, Julie R.
中科院分区：
文献类型：
--
作者：
Posselt, Julie R.
教授扮演着被忽视的把关角色，他们对优点的理解对研究生教育和教授职位的种族公平和多样性具有重大影响。为了了解教师对破坏被拥护的多样性目标的招生标准的依赖，这项研究调查了10个高度选择性的博士项目的决策，包括教师与常见招生标准相关联的含义。通过86次面试和22个小时的招生委员会观察，调查结果显示，在整个审查过程中，对优点的概念发生了变化。进入入围名单的人中享有特权的多样性对结果略有影响，因为最初的标准--传统成就的一个非常高的量化标准--排除了许多有色人种学生。讨论了重新确定成绩和改革研究生招生制度的意义。
Professors play an underexamined role as gatekeepers, and their understandings of merit have significant implications for racial equity and diversity in graduate education and the professoriate. To understand faculty reliance upon admissions criteria that undermine espoused diversity goals, this study examined decision making in 10 highly selective doctoral programs, including the meanings faculty associate with common admissions criteria. Through 86 interviews and 22 hours of admissions committee observations, findings reveal that conceptions of merit changed throughout the review process. Privileging diversity among those who made the short list marginally affected outcomes because the initial standard-a very high quantitative bar of conventional achievement-excluded many students of color. Implications for reframing merit and reforming graduate admissions are discussed.