Discourses on ‘Diversity’: Perspectives from Graduate Programs in Geography in the United States

Schlemper, M. Beth; Monk, Janice

doi:10.1080/03098265.2010.499564

Cited by 24 publications

(12 citation statements)

References 30 publications

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“…Furthermore, despite years of effort, promoting diversity by increasing the number of African American, Hispanic and other racial/ethnic minority graduate students remains a concern across the entire discipline (Monk, 2004;Monk et al, 2004;McEwen et al, 2008;Monk, in press). Yet as Schlemper and Monk (2011) have recently argued, the concept of 'diversity' is still understood differently by varying groups of students and faculty and acted upon in contrasting ways from institution to institution. And while there is broad and persistent institutional support to increase representation of people of color, silences still persist around sexual orientation and disability.…”

Section: Issues and Questions Aheadmentioning

confidence: 98%

Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

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Bednarz

Monk

et al. 2012

Journal of Geography in Higher Education

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Postgraduate geography education in the USA is growing and changing. In recent years, the number of postgraduate programs has increased at both the doctoral and master's levels. Interest in improving and reforming doctoral education has increased dramatically both inside and outside geography, and geography has been involved in these reforms. Master's programs in the USA face somewhat different concerns. One difference is that, in some respects, the master's degree is gradually becoming the 'new' bachelor's degree-an entry-level credential for many careers and this has had a number of consequences for the design and redesign of these programs.

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Section: Issues and Questions Aheadmentioning

confidence: 98%

Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

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Bednarz

Monk

et al. 2012

Journal of Geography in Higher Education

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“…Although college campuses have been promoting the importance of diversity since the 1970s, faculty and students seldom conceptualize disability as a component of diversity (Schempler & Monk, 2011). One way to promote awareness is to promote research of doctoral students with disabilities -to understand how they negotiate the challenges they face.…”

Section: Resultsmentioning

confidence: 99%

“…More broadly, how are graduate programs responding to disability? Research suggests that faculty members are less likely to perceive issues of disability among diversity issues (Barnard, Stevens, Siwatu, & Lan, 2008;Schempler & Monk, 2011). Does this lack of awareness correlate with programs less likely to adopt universal design programs of study?…”

Section: Gaps In the Literaturementioning

confidence: 99%

Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

Lizotte¹,

Simplican²

2017

JSPTE

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Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than undergraduate students with disabilities and that graduate advisers are pivotal to their success. Existing literature has several limitations, including small sample sizes, a reliance on survey and interview data, little attention to issues of diversity within doctoral students with disabilities, and difficulty defining disability. Methodology: This article utilizes a systemic literature review (SLR) in order to describe the current state of both the research and the practice of doctoral students with disabilities. Contribution: This paper defines major gaps in the existing literature and addresses potential ways to address these gaps through research and practice. Findings: There are barriers for doctoral students with disabilities at every level of the process, which is not being addressed or remediated resulting in greater disadvantages and decreased successful outcomes. Recommendations for Practitioners: In this context, practitioners will refer to professionals employed at university disability centers and university faculty. Recommendations include disability awareness and resource training for university faculty and staff. Faculty can maintain open lines of communication with their students and advisees related to disability and accommodations as well as increasing program flexibility. Recommendation for Researchers: Research is critically needed regarding the experiences, needs, and outcomes of doctoral students with disabilities. This research needs to come from both the individuals, faculty, and systemic level of higher education. Impact on Society: Individuals with disabilities are the largest minority group in the United States. However, this population rarely receives the research, funding, services, and social attention paid to other marginalized groups. Future Research: Future research needs to utilize larger scale quantitative studies to obtain reliable data. Longitudinal information would greatly improve the information regarding outcomes for doctoral students with disabilities.

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“…• Reflecting contestation over these same terms in wider society, there exist fundamental differences in how ''diversity'' and ''inclusion'' are defined and valued in HEIs (Schlemper and Monk 2011;Solís and Miyares 2014). Definitional and conceptual clarity matters; HEI strategic plans often set goals and objectives and associated key performance indicators (KPIs) and metrics.…”

Section: Rethinking Phd Programs: Challenges and Innovationsmentioning

confidence: 99%

Rethinking the PhD in geography: overview and introduction

2014

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Today many Higher Education Institutions (HEIs) are actively upscaling, refining and improving their existing PhD programs. Geography PhD programs have not been immune from these developments. The intention of this Special Issue (SI) is to further build and fortify the community of interest which is now forming around the changing trajectory of the PhD degree in Geography by: (a) providing a brief resume of knowledge and thinking about the principal problems which continue to impede PhD programs and documenting innovative and best practice in different national settings, and; (b) reflecting critically upon new contexts and trends which are working on HEIs, Departments of Geography, and PhD programs and providing space to articulate-or to reclaim-alternative value systems for PhD programs and to reflect upon the types of PhD structures and program designs these values might give birth to. This SI comprises a series of short papers, commentaries and interventions, incorporating insights from PhD program directors, current and recently graduated PhD students, experienced PhD supervisors, newly appointed faculty, and scholars of pedagogy.

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Discourses on ‘Diversity’: Perspectives from Graduate Programs in Geography in the United States

Cited by 24 publications

References 30 publications

Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

Rethinking the PhD in geography: overview and introduction

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