A graduate school curriculum for educational technologists

In this article, Eric Margolis and Mary Romero examine the effect of the "hidden curriculum" on women of color graduate students in sociology. They interview twenty-six women of color enrolled in Ph.D. programs in sociology to uncover how the graduate school curriculum not only produces professional sociologists, but also simultaneously reproduces gender, race, class, and other forms of inequality. In their analysis, Margolis and Romero identify two forms of the hidden curriculum at work: the "weak" form, which is the professionalization process essential to "becoming a sociologist," and the "strong" form, which acts to reproduce stratified and unequal social relations. The numerous quotations from the women graduate students interviewed reveal that many elements of the hidden curriculum — such as stereotyping and blaming the victim — were painfully obvious to them. As Margolis and Romero argue, the women's stories, the authors' analysis, and the publication of this article are forms of resistance to the hidden curriculum, constituting "a lifting of veils to make visible what was hidden."

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Lectures and Conferences on Mathematical Statistics. By J. Neyman. Revised and supplemented by the author with the editorial assistance of W E. Deming. Mimeographed, Pp. 167. $1.25. 1938. (Graduate School, United States Department of Agriculture, Washington)

The Mathematical Gazette ◽

10.1017/s0025557200059374 ◽

1939 ◽

Vol 23 (254) ◽

pp. 225-226 ◽

Cited By ~ 1

Keyword(s):

United States ◽

Graduate School ◽

Mathematical Statistics ◽

United States Department ◽

Department Of Agriculture ◽

States Department

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A survey of human genetics in the dental school curriculum

Journal of Dental Education ◽

10.1002/j.0022-0337.1977.41.9.tb01123.x ◽

1977 ◽

Vol 41 (9) ◽

pp. 563-566

Author(s):

RG Sanger ◽

RE Stewart

Keyword(s):

Human Genetics ◽

School Curriculum ◽

Dental School

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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