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 equity, graduate admissions and holistic admissions. Together they provide a foundation that informs equity in graduate education.

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

Woo, S. E., LeBreton, J. M., Keith, M. G., and Tay, L. (2023). Bias, fairness, and validity in graduate-school admissions: A psychometric perspective. Perspectives on Psychological Science, 18(1), 3-31.

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

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.

Michel, R. S., Belur, V., Naemi, B. and Kell, H. J. (December 2019). Graduate Admissions Practices: A Targeted Review of The Literature. ETS Research Report-19-33. Educational Testing Service.

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 Socio-cognitive 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

University of California. (2016). 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

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

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

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.

Miller, C., & Stassun, K. (2014, June 11). A Test that Fails. Retrieved from https://www.nature.com/naturejobs/science/articles/10.1038/nj7504-303a.

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

Newman, D. A., Tang, C., Song, Q. C., & Wee, S. (2022). Dropping the GRE, keeping the GRE, or GRE-optional admissions? Considering tradeoffs and fairness. International Journal of Testing, 22(1), 43-71.

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

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

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. Arizona Medical Education Research Initiative.

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

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

Michel, R. S., Belur, V., Naemi, B. and Kell, H. J. (December 2019). Graduate Admissions Practices: A targeted review of the literature. ETS Research Report-19-33. Educational Testing Service.

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

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/.

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/.

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

Gasman, M. (2013). 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.

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

Hardwicke, A. (2024). California Law Review, “Proposition 209 and the Hidden Diversity Ecosystem: The Aftermath of California’s Affirmative Action Ban. V 112, pp. 1827-1877.

University of California. (2016). 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

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

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

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

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