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International Perspectives on Higher Education Admission Policy

A Reader

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Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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34 Influences of Summer Research Programs on the Enrollment of Minority Students in U.S. Graduate Schools

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CHAPTER 34

Influences of Summer Research Programs on the Enrollment of Minority Students in U.S. Graduate Schools

Tamara Bertrand Jones, David Tandberg and Shavecca Snead

Introduction

Black and Latino students are among the least likely to apply to and attend graduate school as well as to participate in graduate programs in research (Davidson & Foster-Johnson, 2001; Johnson, 1996; Perna, 2004; Price, Rosypal, Kern, & Powell, 2008; Trower & Chait, 2002). Numerous studies have been conducted on the importance of increasing the presence of minority populations in master’s and doctoral programs. This evidence suggests that the major reasons for the underrepresentation of minority students include lack of undergraduate exposure to the structure and existence of advanced degree programs and a lack of knowledge concerning both the social and academic expectations within graduate programs (Crawford, Suarez-Balcazar, Reich, Figert, & Nyden, 1996; Davidson & Foster-Johnson; Gardner & Barnes, 2007; Johnson; Nettles, 1990; Perna; Perez & Yuqin, 2005; Pender, Marcotte, Domingo, & Maton 2010; Strayhorn, 2010).

In an effort to increase minority representation in graduate degree programs, several colleges and universities developed Undergraduate Research Opportunity Programs (UROP) or Summer Research Opportunity Programs (SROP) aimed at offering undergraduate students of color the opportunity to become socialized to the graduate school setting through developing mentoring relationships with faculty and participating in research projects (Crawford et al.; Johnson; Merkel, 2001). Studies to date have explored and examined minority students’ experience of the UROP/SROP from...

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