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Increasing faculty diversity: How i...

DeAngelo, Linda Teresa.

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Increasing faculty diversity: How institutions matter to the PhD aspirations of undergraduate students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Increasing faculty diversity: How institutions matter to the PhD aspirations of undergraduate students./
Author:	DeAngelo, Linda Teresa.
Description:	287 p.
Notes:	Adviser: Mitchell J. Chang.
Contained By:	Dissertation Abstracts International69-02A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3302576
ISBN:	9780549484769

Increasing faculty diversity: How institutions matter to the PhD aspirations of undergraduate students.
DeAngelo, Linda Teresa.

Increasing faculty diversity: How institutions matter to the PhD aspirations of undergraduate students. - 287 p.

Adviser: Mitchell J. Chang.

Thesis (Ph.D.)--University of California, Los Angeles, 2008.

This study used a Hierarchical Generalized Linear Model (HGLM) to investigate how the experiences a student has in college and the college they attend affects the likelihood that they will aspire to the PhD at the completion of college. This study was particularly interested in ascertaining in what ways postsecondary institutions support or thwart the PhD aspirations of underrepresented racial minority students, and how institutions might improve PhD aspiration outcomes for underrepresented racial minority students, thereby increasing faculty diversity. A three-pronged theoretical lens was used. Status attainment was used to examine how students background characteristics and significant others such as faculty influence PhD aspirations. Relative deprivation and anticipatory socialization were used to explore how institutional characteristics affect PhD aspirations. The longitudinal data came from the Higher Education Research Institute's (HERI) 1994 freshmen and 1998 follow-up survey. Five sample groups -- All Students, underrepresented racial minority students, Caucasian students, initial PhD aspirants, and other initial degree aspirants -- were derived from this dataset.

ISBN: 9780549484769Subjects--Topical Terms:

543175
Education, Higher.

Increasing faculty diversity: How institutions matter to the PhD aspirations of undergraduate students.
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245 1 0 $a Increasing faculty diversity: How institutions matter to the PhD aspirations of undergraduate students.
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500 $a Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0525.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2008.
520 $a This study used a Hierarchical Generalized Linear Model (HGLM) to investigate how the experiences a student has in college and the college they attend affects the likelihood that they will aspire to the PhD at the completion of college. This study was particularly interested in ascertaining in what ways postsecondary institutions support or thwart the PhD aspirations of underrepresented racial minority students, and how institutions might improve PhD aspiration outcomes for underrepresented racial minority students, thereby increasing faculty diversity. A three-pronged theoretical lens was used. Status attainment was used to examine how students background characteristics and significant others such as faculty influence PhD aspirations. Relative deprivation and anticipatory socialization were used to explore how institutional characteristics affect PhD aspirations. The longitudinal data came from the Higher Education Research Institute's (HERI) 1994 freshmen and 1998 follow-up survey. Five sample groups -- All Students, underrepresented racial minority students, Caucasian students, initial PhD aspirants, and other initial degree aspirants -- were derived from this dataset.
520 $a Frequent faculty encouragement for graduate study was the single most important determinant of who aspires to the PhD for all of the student groups, but was particularly important to underrepresented racial minority students and students who begin college as PhD aspirants. Underrepresented racial minority students are more likely to be encouraged frequently at low selectivity institutions, and the encouragement for graduate study they receive at low selectivity institutions is a sort of equalizer that makes up for effects of attending this institutional type.
520 $a The mean level of initial degree aspirations was the strongest factor at the institutional level for all of the student groups, and the magnitude of the effect was largest for underrepresented racial minority students. Attending a high selectivity institution was significant with PhD aspirations for all of the groups, with the exception of the underrepresented racial minority student and the initial PhD aspirant groups. The reason attending a high selectivity institution was not significant with PhD aspirations for these groups was a function of the distribution of students across selectivity types and the amount of encouragement for graduate study received by selectivity.
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