No abstract

Purpose As part of the broader effort to diversify higher education in the USA, many science, technology, engineering and mathematics (STEM) doctoral programs are deeply engaged in diversity work – an array of formal activities and practices meant to boost the representation of women and students of color. This paper aims to examine how underrepresented doctoral students in high-diversity STEM PhD programs contribute to diversity work in their programs. Design/methodology/approach A case study approach was used to understand the nature of diversity work in four STEM doctoral programs that have enrolled and graduated women and/or underrepresented students of color at rates significantly higher than their disciplines, despite being located in states with affirmative action bans. This study analyzes qualitative data from 24 semi-structured interviews and four focus groups with students from across the four departments. Findings Data reveal that underrepresented students are simultaneously positioned as representatives of progress and uncompensated consultants in their departments’ ongoing equity and diversity efforts. As a result, student contributions to diversity work are experienced as an ongoing process of emotional labor in which institutional ethos and/or feeling rules in the department shape how students manage their internal and external emotions. Originality/value Although diversity-related work is widespread and growing within colleges and universities, this study shows how student engagement in diversification efforts can lead to significant emotional burdens that go unnoticed and uncompensated. In highlighting the invisibility of emotional labor and the skew of its distribution toward minoritized groups, this research calls attention to how tacit feeling rules can undermine the ultimate goal of diversity initiatives within graduate departments and programs.

Background/Context Education scholars have examined how state policy and informal practice can widen or reproduce racial and gender inequalities in graduate education. Just one empirical study, which focused on psychology programs, has identified organizational practice that supports recruitment and retention of graduate students of color. Focus of Study To identify organizational conditions and specific activities that support diversity in STEM graduate programs, the authors conducted a yearlong case study of a physics program that, for the last decade, has trained about 10% of the Black Ph.D.s in physics, nationally. They identified and described concrete efforts to enhance access and inclusion, and sought to understand how this program distinguished itself from a traditional physics department. Participants Study participants consisted of 16 faculty, administrators, administrative staff, and students affiliated with the Applied Physics program at the University of Michigan. Research Design Data for this qualitative case study was collected through eighteen interviews, two student focus groups, observations of everyday life and special events in the program, and a large amount of documentary data. Guided by the constant comparative method, the analysis assessed convergence and divergence across types of data and across faculty, administrator, staff, and student perspectives. Major findings represent four areas of consensus across participant roles. Findings/Results Four themes explain how Applied Physics has increased access to and inclusion in a field known for its inequality. The program institutionalized a flexible, interdisciplinary intellectual paradigm; they reconceputalized their vision of the ideal student and reformed admissions accordingly; they empowered administrative staff to serve as cultural translators across racial and faculty-student boundaries; and they worked to create a familylike climate that gave them a competitive advantage over other physics programs. Conclusions/Recommendations We interpret the findings from the perspective of Charles Tilly's boundary change mechanisms, and conclude that the common thread among the four themes was the program's willingness to erase, relocate, and/or deactivate boundaries that had implicitly created barriers to access and inclusion for underrepresented students. The paper recommends specific steps that graduate programs can take to analyze the symbolic boundaries operating in their own programs, and invites scholars to utilize the boundaries perspective in future research on educational inequality.

This study presents a narrative history and quantitative analysis of national campaigns in the United States, and analyzes how successful campaigns provide entertainment, foster empathy, and develop a national peer group with norms and networks that encourage giving. Our historical survey found that charity telethons flourished in the 1960s and 1970s, but changes in tax regulations and competition from other networks and cable television led most of them to discontinue operations in the 1980s and 1990s. In recent years, Internet and text messaging fundraising have become important, but benefit concerts continue to generate a significant percentage of total revenues. In our quantitative analyses, we found that campaigns for natural disasters raised more money than most campaigns for human-made disasters, and domestic campaigns brought more donations than international ones. Media attention, fundraising expenditures, and economic growth all correlated positively with donations, as expected, but fundraising events did not increase media coverage of disasters.

Across the United States, community colleges are facing severe funding reductions and surging enrollment, resulting in a condition of impaction in which demand for coursework exceeds financial or physical capacity. In turn, impaction is necessitating changes in enrollment management policies, including rapid evolution in registration priority policies, which ration access to coursework by granting preferential course enrollment timing to students who meet specified criteria. During times of impaction, such policies effectively preclude some groups of students from making progress toward their goals or, under the worst circumstances, from attending college at all. Given the importance of community colleges for providing access to postsecondary education, these policies have significant, long-term implications. Here, we situate the discourse on registration priority policies in a larger context and body of literature, document the variation in policies across the colleges in one state, and develop a set of recommendations for policy and future research.