Doctoral Student Selection in Counselor Education: A Multidimensional Assessment Strategy

Childers, John H.; Rye, Donald R.

doi:10.1002/j.1556-6676.1987.tb00708.x

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…Similarly, in other fields related to family therapy, such as psychology and counselor education, there is little consensus as to what criteria constitute valid and effective measures of student potential as counselors (Childers & Rye, 1987;Hosford et al, 1984;Markert & Monke, 1990;Patterson, 1969). Research typically focuses on academic criteria (Gimmestad & Goldsmith, 1973;Hines, 1986).…”

Section: Fred P Piercy Mitchell Dickey B R I a N C A S E D O U Gmentioning

confidence: 97%

Admissions criteria as predictors of performance in a family therapy doctoral program

Piercy

Dickey

Case

et al. 1995

The American Journal of Family Therapy

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Section: Fred P Piercy Mitchell Dickey B R I a N C A S E D O U Gmentioning

confidence: 97%

Admissions criteria as predictors of performance in a family therapy doctoral program

Piercy

Dickey

Case

et al. 1995

The American Journal of Family Therapy

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“…Mountford et al (2007) reviewed several other screening devices and concluded interviews, writing samples, and problem-solving activities were more accurate predictors of performance in educational leadership doctoral programs than the GRE or GPAs. Childers and Rye (1987) concluded that a multidimensional approach (e.g., essay activity, structured interviews, small group activities), although time consuming, provided faculty members with a greater chance of selecting students who would complete the degree and afforded students with lower cognitive measures (e.g., GPA, GRE scores) to showcase intangible strengths. For educational leadership programs, Tucker and Uline (2015) rec-ommended that faculty use a variety of assessment strategies such as demonstrated leadership strengths, portfolios, and leadership assessments.…”

Section: Review Of Literaturementioning

confidence: 99%

Admission Criteria for Educational Leadership Doctoral Students in One U.S. Doctoral Program

Jones

2019

IJDS

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Aim/Purpose: The purpose of this study was to explore relationships between preadmission criteria and doctoral student performance ratings and to develop a model to predict student persistence in one doctoral program of educational leadership. Background: Individuals responsible for program admission decisions have a responsibility to minimize bias in the candidate selection process. Despite an interest in doctoral degree completion, few researchers have examined preadmission criteria and the ability to predict doctoral student performance, particularly in education programs. Methodology: Preadmission variables and postacceptance performance ratings were used in this cross-sectional predictive study (Type 5; Johnson, 2001) of 102 doctoral students in one educational leadership program. Analyses included descriptive statistics, a Pearson r correlation matrix, and predictive discriminant analysis. Contribution: In addition to strengthening the extant literature base, we attempted to respond to the charge levied by other researchers for faculty members in educational preparation programs to reassess current practices used to recruit and retain students. Findings: Using predictive discriminant analysis, we determined that separate models for students of color and White students most accurately predicted program performance, indicating that a one-size fits all approach was not optimal. The GRE-Q and undergraduate GPA were useful predictors of doctoral student persistence. Additionally, the GRE-V and graduate GPA were also useful predictors but differentially so for students of color and White students. Recommendations for Practitioners: We found value in using the GPA and GRE in admission decisions with some modifications. Programs directors are advised to evaluate their own selection processes to understand the utility of their preadmission criteria. Recommendation for Researchers: Although the functions that worked best in predicting continuance were grouped by ethnicity in this study for our students, future researchers might consider disaggregation by gender or some other characteristic to optimally identify a model specific to the student groups represented in their sample. Impact on Society: Working from an activist stance, we use our awareness of the positive correlation between degree attainment and socio-economic mobility in the United States, coupled with the existing realities of students of color who seek access to a space within the dominant culture, to urge admission committees to evaluate closely the variables used in their admission selection and to understand to what extent the selection process results in a fair selection across student groups. Future Research: Future studies could be conducted to understand why these differences exist. Other variables for future researchers to consider include time since the candidates obtained their master’s and bachelor’s degrees, the length of time to obtain those degrees, and the type of degree obtained.

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“…Group interviews were posited as another way to assess nonacademic factors important to counselor effectiveness (Atkinson, Stasco & Hosford, 1978;Biasco & Redferring, 1976: Childers & Rye, 1987Felton, 1972;Wilson, 1956). Group interviews were also viewed as a more effective way than individual interviews to discover applicants who might attempt to disguise their real selves.…”

Section: Group Interviewmentioning

confidence: 99%

Journal of Counselor Preparation and Supervision Volume 2, Number 1

McHenry¹

2010

JCPS

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Doctoral Student Selection in Counselor Education: A Multidimensional Assessment Strategy

Cited by 11 publications

References 3 publications

Admissions criteria as predictors of performance in a family therapy doctoral program

Admissions criteria as predictors of performance in a family therapy doctoral program

Admission Criteria for Educational Leadership Doctoral Students in One U.S. Doctoral Program

Journal of Counselor Preparation and Supervision Volume 2, Number 1

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