How STEM lab settings influence graduate school socialization and climate for students of color.

An ecological analysis of research examining the experiences of students of color in graduate school.

Journal of Diversity in Higher Education ◽

10.1037/a0021506 ◽

2011 ◽

Vol 4 (1) ◽

pp. 1-11 ◽

Cited By ~ 1

Author(s):

Andrea M. Flynn ◽

Bernadette Sanchez ◽

Gary W. Harper

Keyword(s):

Graduate School ◽

Students Of Color ◽

Ecological Analysis

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Blockades, Barricades, and Barriers: Accessing and Navigating Academia from a Multi-Marginalized Positionality

Journal of Working-Class Studies ◽

10.13001/jwcs.v2i2.6093 ◽

2017 ◽

Vol 2 (2) ◽

pp. 108-119

Author(s):

A.M. Foiles Sifuentes

Keyword(s):

Working Class ◽

Graduate School ◽

Students Of Color ◽

First Generation ◽

First Generation College Student ◽

Race And Class ◽

Graduate Students Of Color ◽

Racial Privilege ◽

First Generation College ◽

The Impact

This article is an autoethnographic account of a gender-queer, working-class, woman of color scholar’s venture into academia. Through an analysis of race and class violence compounded by gender and first-generation college student status, the author recounts the impact of intersectional identities on both their entry into higher education and their progression through graduate school. The author grapples with the isolation derived from engaging graduate students of color from economically privileged backgrounds. Similarly, they delve into finding community among white working-class academics and having to contend with whiteness and unexamined racial privilege. Further, definitions of work and productivity on the academic landscape are thoroughly examined as well as how a class-based consciousness shaped their professional trajectory.

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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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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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Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00115 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1666-1682

Author(s):

Lena G. Caesar ◽

Merertu Kitila

Keyword(s):

Service Delivery ◽

Graduate School ◽

Online Survey ◽

The United States ◽

Academic Preparation ◽

Speech Language Pathologists ◽

Confidence Levels ◽

Graduate School Preparation ◽

Graduate Preparation ◽

Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

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Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig18.28 ◽

2017 ◽

Vol 2 (18) ◽

pp. 28-41

Author(s):

Kelli M. Watts ◽

Laura B. Willis

Keyword(s):

Doctoral Students ◽

Graduate School ◽

Professional Services ◽

Hands On ◽

Before And After ◽

Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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Suicide Risk Among College Student

Crisis ◽

10.1027/0227-5910/a000340 ◽

2015 ◽

Vol 36 (6) ◽

pp. 416-423 ◽

Cited By ~ 11

Author(s):

Richard Shadick ◽

Faedra Backus Dagirmanjian ◽

Baptiste Barbot

Keyword(s):

Sexual Minority ◽

Students Of Color ◽

Structural Equation ◽

Suicide Risk ◽

Equation Modeling ◽

First Year ◽

Chi Square ◽

First Year College ◽

Marginalized Groups ◽

First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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