LEADER 05768nam 2200721 450 001 9910790532303321 005 20230803021742.0 010 $a1-118-78356-5 035 $a(CKB)2550000001123288 035 $a(EBL)1402446 035 $a(OCoLC)862794616 035 $a(SSID)ssj0001052005 035 $a(PQKBManifestationID)11950282 035 $a(PQKBTitleCode)TC0001052005 035 $a(PQKBWorkID)11076894 035 $a(PQKB)10024586 035 $a(MiAaPQ)EBC1402446 035 $a(Au-PeEL)EBL1402446 035 $a(CaPaEBR)ebr10767592 035 $a(CaONFJC)MIL522027 035 $a(EXLCZ)992550000001123288 100 $a20131004d2013 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aIncreasing diversity in doctoral education $eimplications for theory and practice /$fKarri Holley, Joretta Joseph, editors ; Betsy O. Barefoot, Jillian L. Kinzie, co-editors 210 1$aSomerset, New Jersey :$cWiley,$d2013. 215 $a1 online resource (122 p.) 225 0$aNew directions for higher education,$x0271-0560 ;$vno. 163 (fall 2013) 300 $aDescription based upon print version of record. 311 $a1-118-78358-1 311 $a1-299-90776-8 320 $aIncludes bibliographical references and index. 327 $aIncreasing Diversity in Doctoral Education: Implications for Theory and Practice; Copyright; Contents; Editors' Notes; Scope and Purpose; Chapter Outline; Conclusion; References; Chapter 1: Increasing the Visibility of Women of Color in Academic Science and Engineering: Professional Society Data; Methods: Collecting Data About Professional Societies; Findings: Three Types of Data Sources; Survey Methodologies; History and Frequency; Paper Versus Web; Populations Versus Samples; Questionnaire Length and Response Rates; Professional Society Data Reports on Women of Color in STEM 327 $aConclusions and Recommendations References; Appendix; Chapter 2: From Graduate School to the STEM Workforce: An Entropic Approach to Career Identity Development for STEM Women of Color; Entropic Career Identity Development (EnCID) Model; Conclusion; Acknowledgments; References; Chapter 3: Motivating Latina Doctoral Students in STEM Disciplines; Parents, Home, and Mathematics; Preparing for Higher Education; Higher Education: Colleges, Universities, and Mathematics; Recommendations for Motivating Latinas in Mathematics; Conclusion; References 327 $aChapter 4: The Challenges of First-Generation Doctoral Students First-Generation Students; Challenges of First-Generation Doctoral Students; Understanding the System of Graduate Education; Financial Constraints; Financial Support and Time to Degree; Feelings of Otherness; Imposter Phenomenon; Implications and Recommendations; Academic Guidance and Mentoring; Financial Support; Fostering Feelings of Belonging; References; Chapter 5: Family-Friendly Policies for Doctoral Students; Review of Literature on Graduate Students and Work-Life Balance; Recommendations for Practice 327 $aEstablish Family and Medical Leave for Graduate Students Provide Paid or Subsidized Health Insurance; Create Lactation Rooms Across Campus; Establish a Student Family Support Unit; Evaluate Access to Childcare; Provide a Living Wage; Create Department-Level Expectations for Hours Worked; Conclusion; References; Chapter 6: The Impact of Historically Black Colleges and Universities on Doctoral Students; HBCUs: The Beginning for Many With PhDs in the STEM Fields; HBCUs as Vehicles of Social Capital; Understanding Pathways from HBCUs to Doctoral Education; Conclusion; References 327 $aChapter 7: The Experiences of Minority Doctoral Students at Elite Research Institutions At Issue; Knowledge of the Process; Time to Degree and Attrition; Knowledge of the Path to Graduation; Advisor Selection and Laboratory Groups; The Role of the Mentor; Professional Experiences; Concluding Thoughts; References; Chapter 8: Contributions of Foreign-Born Faculty to Doctoral Education and Research; Research and Scholarly Contributions; Teaching, Mentoring, and Program Development; Implications for Policy, Practice, and Future Research; References 327 $aChapter 9: How Diversity Influences Knowledge, Identity, and Doctoral Education 330 $aDiversity is defined as those numerous elements of difference between groups of people that play significant roles in social institutions, including (but not limited to) race and ethnicity, gender, socioeconomic class, sexual orientation, and culture. Since doctoral degree recipients go on to assume roles as faculty and educators, diversity in doctoral programs is significant. By supporting graduate diversity across the academic disciplines, universities ensure that the nation's intellectual capacities and opportunities are fully realized.The authors consider diversity broadly 410 0$aJ-B HE Single Issue Higher Education 606 $aMinorities$xEducation (Graduate) 606 $aDoctoral students 606 $aFirst-generation college students 606 $aEducation, Higher 615 0$aMinorities$xEducation (Graduate) 615 0$aDoctoral students. 615 0$aFirst-generation college students. 615 0$aEducation, Higher. 676 $a371.9 701 $aHolley$b Karri A$01569658 701 $aJoseph$b Joretta$01569659 701 $aBarefoot$b Betsy O$g(Betsy Overman),$f1944-$01569660 701 $aKinzie$b Jillian$g(Jillian L.)$01569661 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790532303321 996 $aIncreasing diversity in doctoral education$93842693 997 $aUNINA