The GRE in the graduate admissions process: Is how it is used justified by the evidence of its validity?

1983 ◽  
Vol 14 (6) ◽  
pp. 711-714 ◽  
Author(s):  
Rick E. Ingram
Keyword(s):  
Graduate Admissions ◽  
Admissions Process

Graduate Admissions Criteria in Psychology: An Update

2005 ◽  
Vol 97 (2) ◽  
pp. 481-484 ◽  
Author(s):  
R. Eric Landrum ◽  
Jeremy Clark
Keyword(s):  
Degree Programs ◽  
Graduate Degree ◽  
Grade Point ◽  
Graduate Degree Programs ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Importance Ratings ◽  
Admissions Process ◽  
Goals And Objectives ◽  
Specific Degree

Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program.

Are You Qualified to Be a Member of This “Elite Group”? A School Leadership Preparation Program Examines the Extent “Diverse” Candidates Are Admitted to Graduate School

2017 ◽  
Vol 20 (2) ◽  
pp. 145-162
Author(s):  
Christa Boske ◽  
Chinasa Elue
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
Graduate Program ◽  
Student Diversity ◽  
Elite Group ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Group A ◽  
K 12 ◽  
Admissions Process

This case outlines a dilemma encountered by faculty in a K-12 educational administration graduate program on the east coast. The case offers a detailed illustration of tensions arising when faculty discuss their graduate admissions process, their role as gatekeepers, understandings of merit, and the need for student diversity. Disrupting institutional systems of domination and faculty reliance on admissions criteria undermine programmatic diversity goals, including the meanings faculty associate with common admissions criteria. Implications include an authentic, holistic, and intentional examination of graduate admissions criteria.

scholarly journals Selecting for a Diverse Public Health Workforce

2004 ◽  
Vol 2 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Edward M. Mamary ◽  
Kathleen M. Roe
Keyword(s):  
Public Health ◽  
Linguistic Diversity ◽  
Public Health Workforce ◽  
Health Educators ◽  
State University ◽  
Culturally Competent ◽  
San Jose ◽  
Graduate Admissions ◽  
San Jose State University ◽  
Admissions Process

The population of California continues to become more diverse; it has become increasingly important for California universities to provide graduate education to underrepresented groups and to prepare culturally competent health educators whose skills are adapted to these dynamic demographic changes. This paper describes the graduate admissions requirements of the four California-based graduate programs in Community Health Education (CHE) accredited by the Council on Education for Public Health (CEPH ) and uses the graduate admissions process at San Jose State University as a case example for selecting a cohort that reflects the cultural and linguistic diversity of the state. The use of multiple methods of assessment and the avoidance of undue emphasis on standardized tests in the admissions selection creates a more equitable graduate admissions process.

Undergraduate Students' Perceptions of Graduate Admissions Criteria in Psychology

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1107-1110 ◽  
Author(s):  
Jeffrey R. Cashin ◽  
R. Eric Landrum
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Faculty Advising ◽  
School Students ◽  
University Of Wisconsin ◽  
Psychology Majors ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
The University ◽  
Admissions Process

36 undergraduate psychology majors from the University of Wisconsin—Platteville completed a questionnaire by listing what they believed to be relevant criteria in the admissions process for graduate school. Students subsequently rank-ordered by importance each of the criteria they generated. Their list of criteria was similar to those of previous studies; however, the relative importance of the criteria differed substantially between the present study and previous ones. Faculty advising students about graduate school may want to use this information to help students better understand the graduate school admissions process.

Sign in / Sign up

Export Citation Format

Share Document