GRADUATE STUDENTS APPENDIX
the social capital to know what to write or how their statements should sound. xvi Admissions committee members may also require training and guidance to internalize the value of these statements as a substantive part of the admissions processes. xvii 5 Provide and advertise application fee waivers. Reasoning: Fees might be an equity issue – and not having fees or granting waivers to certain applicants, in addition to joining some consortium or efforts (e.g., McNair Scholars), will signal to applicants from traditionally underrepresented backgrounds that certain programs might be more welcoming than others. xviii viii Michel et al. (2019). ix McGee, R., & Keller, J. L. (2007). Identifying future scientists: Predicting persistence into research training. CBE Life Sciences Education, 6, 316 – 331. https://doi.org/10.1187/cbe.07 ‐ 04 ‐ 0020 x Michel et al. (2019). xi Posselt, J. R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping. Cambridge, MA: Harvard University Press. xii Perkins and Lowenthal (2014). xiii Dodge, L., & Derwin, E. B. (2008). Overcoming barriers of tradition through an effective new graduate admission policy. The Journal of Continuing Higher Education, 56(2), 2 – 11. https://doi.org/10.1080/07377366.2008.10400148
Reasoning: Diversity essays ask applicants to write about how life experiences contribute to the social, intellectual, or cultural diversity within a campus community and a chosen field or which professional skills, experiences and/or willingness to engage in activities would enhance campus diversity and equity efforts. These essay prompts ask about the applicant ’ s commitment to diversity but not necessarily the diverse backgrounds from which the applicants may come. xv o Applicants (and admissions committee) should have some guidance on expected content or structure of essays. Applicants from traditionally underrepresented backgrounds might not have i Kent, J.D. and McCarthy, M.T. (2016). Holistic Review in Graduate Admissions: A Report from the Council of Graduate Schools. Washington, DC: Council of Graduate Schools ii Perkins, Ross A, and Patrick R Lowenthal. “Establishing an Equitable and Fair Admissions System for an Online Doctoral Program.” TechTrends 58.4 (2014): 27– 35. Web. iii Schwager, I. T., Hülsheger, U. R., Bridgeman, B., & Lang, J. W. (2015). Graduate student selection: Graduate record examination, socioeconomic status, and undergraduate grade point average as predictors of study success in a western European university. International Journal of Selection and Assessment, 23, 71 – 79. https://doi.org/10.1111/ijsa.12096 iv Kent and McCarthy (2016). v Michel, R.S., Belur, V., Naemi, B. and Kell, H.J. (2019), Graduate Admissions Practices: A Targeted Review of the Literature. ETS Research Report Series, 2019: 1-18. doi:10.1002/ets2.12271 vi Michel et al. (2019). vii Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135 (2), 322 – 338. https://doi.org/10.1037/a0014996
xiv Michel et al. (2019). xv Michel et al. (2019). xvi Okahana, H. (2020, July 14). Email. xvii Okahana (2020). xviii Ibid.
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DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN
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