Literature

The AMIGA project draws on a full range of literature that includes commentary, reports, and research articles and books. These citations are organized by topics that are directly related to diversity equity and inclusion, graduate admissions and holistic review. Together they provide a foundation that informs equity and diversity in graduate education.

Bias

Fine, E., & Handelsman, J. (2012). Reviewing Applicants: Research on Bias and Assumptions. Reviewing Applicants: Research on Bias and Assumptions. Women in Science & Engineering Leadership Institute University of Wisconsin-Madison.

Milkman, K. L., Akinola, M., & Chugh, D. (2015). What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations. Journal of Applied Psychology, 100(6), 1678–1712. doi: 10.1037/apl0000022

Moule, J. (2009). Understanding Unconscious Bias and Unintentional Racism. The Phi Delta Kappan, 90(5), 320-326. Retrieved from http://www.jstor.org/stable/20446107

Sturm, S. (2001). Second Generation Employment Discrimination: A Structural Approach. Columbia Law Review, 101(3), 458-568. doi:10.2307/1123737

Grad Admissions

Attiyeh, G., & Attiyeh, R. (1997). Testing for Bias in Graduate School Admissions. The Journal of Human Resources, 32(3), 524–548. doi: 10.2307/146182

Baumgartner, L. M., & Johnson-Bailey, J. (2010). Racism and white privilege in adult education graduate programs: Admissions, retention, and curricula. New Directions for Adult and Continuing Education, 2010(125), 27–40. doi: 10.1002/ace.360

Geisinger, K. (2004). Improving the Graduate Admissions Process: How Deans Can Influence Program Decision Making. Council of Graduate Schools Communicator, XXXVII(6).

Hope, J. (2015). Adopt best practices for a successful graduate admissions program. Recruiting & Retaining Adult Learners, 17(9), 1–4. doi: 10.1002/nsr.30053

Kuncel, N. R., & Hezlett, S. A. (2007). Standardized Tests Predict Graduate Students Success. Science, 315(5815), 1080–1081. doi: 10.1126/science.1136618

Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2001). A comprehensive meta-analysis of the predictive validity of the graduate record examinations: Implications for graduate student selection and performance. Psychological Bulletin, 127(1), 162–181. doi: 10.1037//0033-2909.127.1.162

Landrum, R. E. (2004). New Odds for Graduate Admissions in Psychology. Eye on Psi Chi Magazine, 8(3), 20–21. doi: 10.24839/1092-0803.eye8.3.20

Landrum, R. E. (2005). Graduate Admissions Criteria In Psychology: An Update. Psychological Reports, 97(6), 481. doi: 10.2466/pr0.97.6.481-484

May, S. R., Cook, D. L., & Panu, A. M. (2012). A Quantitative Model for Predicting Which Features of Undergraduate Research Aid Acceptance into Graduate Education. A Quantitative Model for Predicting Which Features of Undergraduate Research Aid Acceptance into Graduate Education. Council on Undergraduate Research.

Orfield, G. (2014). Realizing the Promise of the Civil Rights Revolution: Challenges and Consequences for Graduate Education. American Journal of Education, 120(4), 451–456. doi: 10.1086/676924

Posselt, J. R., & Garces, Liliana M. (2014). Expanding the Racial Diversity and Equity Agenda to Graduate Education. American Journal of Education, 120(4), 443–449. doi: 10.1086/676907

Posselt, Julie R. (2015). Disciplinary Logics in Doctoral Admissions: Understanding Patterns of Faculty Evaluation. The Journal of Higher Education, 86(6), 807–833. doi: 10.1353/jhe.2015.0030

Posselt, J. R. (2014). Applicant Evaluation as Admissions Practice: A Sociocognitive Framework of Faculty Judgement in American Doctoral Admissions . In International Perspectives on Higher Education Admission Policy: A Reader (pp. 103–113). New York: Peter Lang Publishing.

Posselt, J. (2014). Toward Inclusive Excellence in Graduate Education: Constructing Merit and Diversity in PhD Admissions. American Journal of Education, 120(4), 481-514. doi:10.1086/676910

Smith, D. G. (2014). The Imperative for Diversity and Institutional Transformation. American Journal of Education, 120(4), 597–600. doi: 10.1086/676925

Sowbel, L. R., & Miller, S. E. (2014). Gatekeeping in Graduate Social Work Education: Should Personality Traits be Considered? Social Work Education, 34(1), 110–124. doi: 10.1080/02615479.2014.

Strauss, V. (2019, April 5). Analysis | Harvard and the false premise of meritocratic university admissions. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2017/08/10/harvard-and-the-false-premise-of-meritocratic-university-admissions/.

Grad Recruitment

Bersola, S., Stolzenberg, E., Love, J., & Fosnacht, K. (2014). Understanding Admitted Doctoral Students’ Institutional Choices: Student Experiences versus Faculty and Staff Perceptions. American Journal of Education, 120(4), 515-543. doi:10.1086/676923

Brown-Syed, C., Baker, L., & Wicks, D. A. (2012). Doctoral Recruitment Factors: Results Of a Survey of Deans and Directors. Journal of Education for Library and Information Science, 49(2).

Cohoon, J. M. (2002). Recruiting and retaining women in undergraduate computing majors. ACM SIGCSE Bulletin, 34(2), 48. doi: 10.1145/543812.543829

Griffin, K. A., & Muniz, M. (2015). Rethinking the Structure of Student Recruitment and Efforts to Increase Racial and Ethnic Diversity in Doctoral Education. International Journal of Doctoral Studies, 10, 199–216. doi: 10.28945/2275

Griffin, K. A., & Muñiz, M. M. (2011). The Strategies and Struggles of Graduate Diversity Officers in the Recruitment of Doctoral Students of Color. Equity & Excellence in Education, 44(1), 57–76. doi: 10.1080/10665684.2011.540961

Rogers, M. R., & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61(2), 143–156. doi: 10.1037/0003-066x.61.2.143

Grad Student Experiences

Felder, P. P., & Barker, M. (2013). Extending Bell’s Concept of Interest Convergence: A Framework for Understanding the African American Doctoral Student Experience. International Journal of Doctoral Studies, 8, 001–020. doi: 10.28945/1754

Gildersleeve, R. E., Croom, N. N., & Vasquez, P. L. (2011). “Am I going crazy?!”: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education, 44(1), 93–114. doi: 10.1080/10665684.2011.539472

Gopaul, B. R. (2012). The Practice of Doctoral Education: A Bourdieusian Analysis of the Socialization of Doctoral Students (dissertation).

McCaffery, A. (2012). American Indian Students:An Exploration of Their Experiences in Doctoral Programs (dissertation). Retrieved from https://digital.lib.washington.edu/researchworks/handle/1773/21950

Standardized Testing

Danvers, A. (2019, September 21). Should We Throw Out the GRE? Retrieved from https://www.psychologytoday.com/us/blog/how-do-you-know/201909/should-we-throw-out-the-gre.

Haberman, S. J., Yao, L., & Sinharay, S. (2015). Prediction of true test scores from observed item scores and ancillary data. British Journal of Mathematical and Statistical Psychology, 68(2), 363–385. doi: 10.1111/bmsp.12052

Haberman, S., & Yao, L. (2015). Repeater Analysis for Combining Information From Different Assessments. Journal of Educational Measurement, 52(2), 223–251. doi: 10.1111/jedm.12075

Hall, J. D., O’Connell, A. B., & Cook, J. G. (2017). Predictors of Student Productivity in Biomedical Graduate School Applications. Plos One, 12(1). doi: 10.1371/journal.pone.0169121

Kjelgaard, M. M., & Guarino, A. J. (2012). Assessing the Predictive Validity of the Admission Process in a Masters Level Speech Language Pathology Program. Psychological Reports, 111(2), 613–617. doi: 10.2466/03.15.28.pr0.111.5.613-617

Moneta-Koehler, L., Brown, A. M., Petrie, K. A., Evans, B. J., & Chalkley, R. (2017). The Limitations of the GRE in Predicting Success in Biomedical Graduate School. Plos One, 12(1). doi: 10.1371/journal.pone.0166742

Posselt, J. R., & Miller, C. W. (2018, May 7). It's Time for the Talk. Retrieved from https://www.insidehighered.com/admissions/views/2018/05/07/doctoral-programs-need-rethink-their-use-standardized-tests-opinion

Watson, J. E. (2010, December 24). Educational Testing Service Provides a Facelift for the GRE. Retrieved from https://diverseeducation.com/article/14564/.

Holistic Review

Addams, A. (Ed.). (2013). Roadmap to Excellence: Key Concepts for Evaluating the Impact of Medical School. Roadmap to Excellence: Key Concepts for Evaluating the Impact of Medical School. Association of American Medical Colleges. Retrieved from https://www.aamc.org/services/member-capacity-building/holistic-review

Boske, C., Elue, C., Osanloo, A. F., & Newcomb, W. S. (2018). Promoting Inclusive Holistic Graduate Admissions in Educational Leadership Preparation Programs. Frontiers in Education, 3. doi: 10.3389/feduc.2018.00017

Bryan, W. P., Hoolsema, M. L., McIntosh, K. F., Milem, J. B., Rodriguez, K. undefined, & Sesate, D. undefined. (n.d.). A Review of the Literature on Holistic Review in the Health Professions. A Review of the Literature on Holistic Review in the Health Professions. Arizona Medical Education Research Initiative.

Coleman, A. L., Lipper, K. E., Taylor, T. E., & Palmer, S. R. (2014). Roadmap to Diversity and Educational Excellence:Key Legal and Educational Policy Foundations for Medical Schools. Roadmap to Diversity and Educational Excellence:Key Legal and Educational Policy Foundations for Medical Schools. Association of American Medical Colleges. Retrieved from https://store.aamc.org/downloadable/download/sample/sample_id/192/

Duckworth, A. L., & Eskreis-Winkler, L. (n.d.). True Grit. Retrieved from https://www.psychologicalscience.org/observer/true-gr

Kent, J. D., & McCarthy, M. T. (2016). Holistic Review in Graduate Admissions:A Report from the Council of Graduate Schools. Holistic Review in Graduate Admissions:A Report from the Council of Graduate Schools. Council of Graduate Schools. Retrieved from https://cgsnet.org/ckfinder/userfiles/files/CGS_HolisticReview_final_web.pdf

Kim, J. (2016, October 9). Could Grit Thinking Drive Inequality?: Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/technology-and-learning/could-grit-thinking-drive-inequality

Kyllonen, P. C., Walters, A. M., & Kaufman, J. C. (2011). The Role Of Noncognitive Constructs And Other Background Variables In Graduate Education. ETS Research Report Series, 2011(1), i-133. doi: 10.1002/j.2333-8504.2011.tb02248.x

McGregor, J. (2016, May 12). Why Angela Duckworth thinks "gritty" leaders are people to emulate. Retrieved from https://www.washingtonpost.com/news/on-leadership/wp/2016/05/12/why-angela-duckworth-thinks-gritty-leaders-are-people-to-emulate

Nivet, M. A. (2011). Commentary: Diversity 3.0: A Necessary Systems Upgrade. Academic Medicine, 86(12), 1487–1489. doi: 10.1097/acm.0b013e3182351f79

Urban Universities for HEALTH. (2014). Holistic Admissions in the Health Professions Findings From a National Survey. Holistic Admissions in the Health Professions Findings From a National Survey.

Increasing Diversity in Doctoral Education

Frehill, L. M., & Ivie, R. (2013). Increasing the Visibility of Women of Color in Academic Science and Engineering: Professional Society Data. New Directions for Higher Education, 2013(163), 7–21. doi: 10.1002/he.20061

Gardner, S. K. (2013). The Challenges of First-Generation Doctoral Students. New Directions for Higher Education, 2013(163), 43–54. doi: 10.1002/he.20064

Graham, E. (2013). The Experiences of Minority Doctoral Students at Elite Research Institutions. New Directions for Higher Education, 2013(163), 77–87. doi: 10.1002/he.20067

Guterl, F. (2014, October 1). Diversity in Science: Why It Is Essential for Excellence. Retrieved October 23, 2019, from https://www.scientificamerican.com/article/diversity-in-science-why-it-is-essential-for-excellence/.

Joseph, J. (2013). The Impact of Historically Black Colleges and Universities on Doctoral Students. New Directions for Higher Education, 2013(163), 67–76. doi: 10.1002/he.20066

Lee, D. N. (2014, October 1). Scientists Draw on Personal Experience to Guide Their Curiosity. Retrieved October 23, 2019, from https://www.scientificamerican.com/article/scientists-draw-on-personal-experience-to-guide-their-curiosity/.

Mack, K., Rankins, C., & Woodson, K. (2013). From Graduate School to the STEM Workforce: An Entropic Approach to Career Identity Development for STEM Women of Color. New Directions for Higher Education, 2013(163), 23–34. doi: 10.1002/he.20062

Ramirez, E. (2011). “No One Taught Me the Steps”: Latinos Experiences Applying to Graduate School. Journal of Latinos and Education, 10(3), 204–222. doi: 10.1080/15348431.2011.581105

Ramirez, E. (2012). Examining Latinos/as’ Graduate School Choice Process. Journal of Hispanic Higher Education, 12(1), 23–36. doi: 10.1177/1538192712452147

Ruiz, E. C. (2013). Motivating Latina Doctoral Students in STEM Disciplines. New Directions for Higher Education, 2013(163), 35–42. doi: 10.1002/he.20063

Whittaker, J. A., & Montgomery, B. L. (2013). Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development. Innovative Higher Education, 39(4), 263–275. doi: 10.1007/s10755-013-9277-9

Institutional Charge for Diversity and Equity

American Council on Education and American Association of University Professors. (2000). Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms. Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms. Retrieved from https://www.aaup.org/NR/rdonlyres/97003B7B-055F-4318-B14A-5336321FB742/0/DIVREP.PDF

Center for Institutional and Social Change. (2008). Future Diversity 2008 Conference Report.

Garces, L. (2014). Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies. American Journal of Education, 120(4), 457-480. doi:10.1086/676909

Kezar, A. J. (2001). Understanding and Facilitating Organizational Change in the 21st Century. Understanding and Facilitating Organizational Change in the 21st Century. Office of Educational Research and Improvement. Retrieved from https://eric.ed.gov/?id=ED457711

Kezar, A.J., & Eckel, P.D. (2002). The Effect of Institutional Culture on Change Strategies in Higher Education: Universal Principles or Culturally Responsive Concepts? The Journal of Higher Education 73(4), 435-460. doi:10.1353/jhe.2002.0038.

Lounsbury, M. (2002). Institutional Transformation and Status Mobility: The Professionalization of the Field of Finance. The Academy of Management Journal, 45(1), 255-266. doi:10.2307/3069295

Medin, D., Lee, C. D., & Bang, M. (2014, October 1). Point of View Affects How Science Is Done. Retrieved from https://www.scientificamerican.com/article/point-of-view-affects-how-science-is-done/.

Orfield, G. (2014). Realizing the Promise of the Civil Rights Revolution: Challenges and Consequences for Graduate Education. American Journal of Education, 120(4), 451–456. doi: 10.1086/676924

Phillips, K. W. (2014, October 1). How Diversity Makes Us Smarter. Retrieved from https://www.scientificamerican.com/article/how-diversity-makes-us-smarter/.

Plaut, V. (2014, October 1). 3 Myths Plus a Few Best Practices for Achieving Diversity. Retrieved from https://www.scientificamerican.com/article/3-myths-plus-a-few-best-practices-for-achieving-diversity/

Posselt, J., & Garces, L. (2014). Expanding the Racial Diversity and Equity Agenda to Graduate Education. American Journal of Education, 120(4), 443-449. doi:10.1086/676907

Thompson, N. L., & Campbell, A. G. (2013). Addressing the challenge of diversity in the graduate ranks: good practices yield good outcomes. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3587852/.

Minority Serving Institutions

Gasman, M. (2013). The Changing Face of Historically Black Colleges and Universities. The Changing Face of Historically Black Colleges and Universities. UPenn Graduate School of Education. Retrieved from https://www.gse.upenn.edu/pdf/cmsi/Changing_Face_HBCUs.pdf

Lundy-Wagner, V., Vultaggio, J., & Gasman, M. (2013). Preparing Underrepresented Students of Color for Doctoral Success: The Role of Undergraduate Institutions. International Journal of Doctoral Studies, 8, 151–172. doi: 10.28945/1901

St. John, E. (2000, July 6). More Doctorates in the House Experts explain what’s working in postgraduate programs at HBCUs and TWIs. Black Issues in Higher Education.

Noncognitive Measures

Atkinson, R. C., & Pelfrey, P. A. (2004). Rethinking Admissions: US Public Universities In The Post-Affirmative Action Age. Research and Occasional Papers Series.

Contreras, F. E. (2005). The Reconstruction of Merit Post-Proposition 209. Educational Policy, 19(2), 371–395. doi: 10.1177/0895904804274055

University of California Office of the President . (2004). What Can Be Done: Race and Gender-Neutral Strategies for Increasing Faculty Diversity. What Can Be Done: Race and Gender-Neutral Strategies for Increasing Faculty Diversity. Retrieved from https://campusclimate.berkeley.edu/sites/default/files/strategies_for_increasing.pdf

University of California. (2015). Guidelines For Addressing Race and Gender Equity in Academic Programs in Compliance with Proposition 209. Guidelines For Addressing Race and Gender Equity in Academic Programs in Compliance with Proposition 209. Retrieved from https://www.ucop.edu/general-counsel/_files/guidelines-equity.pdf

Proposition 209 – CA context

Atkinson, R. C., & Pelfrey, P. A. (2004). Rethinking Admissions: US Public Universities In The Post-Affirmative Action Age. Research and Occasional Papers Series.

Contreras, F. E. (2005). The Reconstruction of Merit Post-Proposition 209. Educational Policy, 19(2), 371–395. doi: 10.1177/0895904804274055

Relevant Work on Undergraduate Education

Alon, S., & Tienda, M. (2007). Diversity, Opportunity, and the Shifting Meritocracy in Higher Education. American Sociological Review, 72(4), 487–511. doi: 10.1177/000312240707200401

Bielby, R., Posselt, J. R., Jaquette, O., & Bastedo, M. N. (2014). Why are Women Underrepresented in Elite Colleges and Universities? A Non-Linear Decomposition Analysis. Research in Higher Education, 55(8), 735–760. doi: 10.1007/s11162-014-9334-y

Garces, L. M., & Cogburn, C. D. (2015). Beyond Declines in Student Body Diversity. American Educational Research Journal, 52(5), 828–860. doi: 10.3102/0002831215594878

Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts. Journal of Social Issues, 67(3), 553–579. doi: 10.1111/j.1540-4560.2011.01714.x

Jaquette, O., Curs, B. R., & Posselt, J. R. (2016). Tuition Rich, Mission Poor: Nonresident Enrollment Growth and the Socioeconomic and Racial Composition of Public Research Universities. The Journal of Higher Education, 87(5), 635–673. doi: 10.1080/00221546.2016.11777417

Posselt, J. R., Jaquette, O., Bielby, R., & Bastedo, M. N. (2012). Access Without Equity: Longitudinal Analyses of Institutional Stratification by Race and Ethnicity, 1972-2004. American Educational Research Journal, 49(6), 1074–1111. doi: 10.3102/0002831212439456

Posselt, J. R., & Black, K. R. (2012). Developing the research identities and aspirations of first‐generation college students. International Journal for Researcher Development, 3(1), 26–48. doi: 10.1108/17597511211278634

Rubrics

Holmes, C., & Oakleaf, M. (2013). The Official (and Unofficial) Rules for Norming Rubrics Successfully. The Journal of Academic Librarianship, 39(6), 599-602. doi:10.1016/j.acalib.2013.09.001

Mathur, A., Cano, A., Dickson, M. W., Matherly, L. H., Maun, C., & Neale, A. V. (2019). Portfolio Review of Graduate Admissions: Outcomes of a Pilot Program. Strategic Enrollment Management Quarterly, 7(1), 7-24.

Schoepp, K., Danaher, M., & Kranov, A. A. (2018). An Effective Rubric Norming Process . Practical Assessment, Research & Evaluation, 23(11).

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