Factors impacting the retention of students of color in graduate programs: A qualitative study.

Trent, Fallon; Dwiwardani, Carissa; Page, Cassandra D.

doi:10.1037/tep0000319

Cited by 26 publications

(24 citation statements)

References 40 publications

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“…Indeed, Hadass (2004) identified that a minority of employers are recruiting individuals based on their university's specified technical skills. Rather, most of the employers considered a degree for minimum standards to recruit a new candidate (Trent et al 2020). Hence H.E.I.s should develop graduates with a high level of intellectual capabilities and applied practical skills which help to make graduates' work-ready'.…”

Section: Discussionmentioning

confidence: 99%

Employers Perception on Graduate Skill Deficiency to Suit Productivity

Soundararajan

Ravikumar²,

Aro-Gordon

2020

HSSR

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Purpose of the study: This study aims to investigate the perception of employers on the skill deficiency of graduates. The study also attempts to explore the nature and importance of employability skills with emphasis on the areas of deficiency that could be addressed by higher education institutions (H.E.I.s) to make their graduates more employable. Methodology: This paper is a theoretical exploration based on existing literature. Relevant research papers were sourced from prominent online databases, notably Emerald and Elsevier, including journals, articles, and scholarly conference proceedings. and carefully analyzed. These studies provided an insight for the researchers to understand employability skills and also it helped to suggest the steps to be taken by the H.E.I.s to address the lack of employability skills and make the students ready to face the job market. Main Findings: The results of the study suggest that a lack of employability skills is a major cause of unemployment among graduates of universities, colleges, and other H.E.I.s.The findings reflect the increasing desire of employers for graduates to possess soft skills such as critical thinking, problem-solving and effective communication, and collaboration. It also underscores the critical role of H.E.I.s in addressing graduate skill deficiencies. Applications of this study: The study shows that employability skills are the foremost skills graduates require to successfully compete in the job market. The research encourages graduates to understand the skills deficiencies from the employers' perspectives and to discover some bespoke methods or ways of addressing their competency gaps, thereby enhancing their effectiveness and innovativeness. The study further offers a clear roadmap for H.E.I.s to enrich the quality of teaching and learning, thereby enhancing graduate employability. Thus, the outcome of this study will help not only the students but also the H.E.I.s and employers. Novelty/Originality of this study: The study extends the current literature on graduate employability by integrating the three pivotal dimensions of the problem – the students, the H.E.I.s, and the employers. Previous studies have focused more on some specific aspects such as employability skills needed or expectations of the employers or stressed on H.E.I.s to create employability skills. Students are dependent on H.E.I.s for their studies while they are also dependent on employers for getting jobs; similarly, the H.E.I.s cannot function without the students, while the employers also cannot function without the human resource provided by the H.E.I.s.

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Section: Discussionmentioning

confidence: 99%

Employers Perception on Graduate Skill Deficiency to Suit Productivity

Soundararajan

Ravikumar²,

Aro-Gordon

2020

HSSR

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“…Intrusion (e.g., recurring thoughts about a racist event), avoidance (e.g., pushing away the event), and arousal (e.g., irritability) are among the most common symptoms. RBTS influences trainees’ development and behaviors because it creates difficulties in academic performance, educational integration, advancement opportunities, and retention rates (Levy et al, 2016; Trent et al, 2020).…”

Section: Theoretical Modelsmentioning

confidence: 99%

“…In response to these issues, trainees can experience social pressure to participate in or lead diversity and inclusion efforts without the proper institutional supports, while simultaneously facing considerable resistance and opposition from faculty who have not engaged in antiracist pedagogy and self-examination. In some cases, the magnitude and cumulative impact of these barriers can contribute to higher rates of attrition in comparison to their White peers (Levy et al, 2016; Trent et al, 2020).…”

Section: Institutional and Structural Factorsmentioning

confidence: 99%

“…Disparities are also noted across specialty areas, with Neuroscience (36%) and Experimental Psychology (37%) having the least number of BIPOC trainees as of Spring 2020. The literature is clear on the harmful consequences of lack of representation, with students reporting feelings of alienation, culture shock, microaggressions, and limited social supports (El-Ghoroury et al, 2012;Trent et al, 2020). Social injustice thrives in the company of silence and inaction (Speight & Vera, 2008;Singh, 2020).…”

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confidence: 99%

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Black, indigenous, and trainees of color stress and resilience: The role of training and education in decolonizing psychology.

Pinedo¹,

Caso²,

Rivera³

et al. 2022

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: The coronavirus disease 2019 (COVID-19) pandemic has instigated a paradigm shift in psychology graduate training and education. As these system-wide changes are being implemented, Black, Indigenous and People of Color (BIPOC) continue to be disproportionately impacted as they simultaneously experience, witness, and relive the deleterious consequences of systemic and institutional racism as trainees and members of minoritized communities. The field requires a radical culture shift to counteract the effects of ongoing psychological harm on trainees of color. Method: Our analyses are grounded in two decolonizing frameworks, Critical Race Theory and Liberation Psychology. We also provide a systems-based analysis of how BIPOC trainees are impacted by systemic racism and examine how these -isms are perpetuated in psychology training. Testimonios are used as examples on how to center trainee's experiential knowledge. Conclusions: Psychology is uniquely positioned to transform how science and practice informs, builds, and sustains equitable systems for trainees and the public. The profession must question and disrupt the status quo and system inequities to build capacity and foster resistance. Clinical Impact StatementBlack, Indigenous and People of Color (BIPOC) hold multiple intersectional identities that are exacerbated by the injustices they encounter in their professional paths. Despite diversity and inclusion efforts, psychology training programs often fail to mitigate race-based traumatic stressors, adversely impacting the educational experiences and mental health of trainees. Therefore, we argue that Critical Race Theory and Liberation Psychology are frameworks that unearth these disparities by (a) providing historical context to distributions of power shaped by colonialism, (b) challenging ingrained systems of privilege and oppression, and (c) legitimizing experiences of BIPOC trainees.

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“…Following the recruitment and matriculation of students, Tyler et al (2004) advise that programs engage in intentional retention efforts to promote positive experiences to support students of color in successfully completing the program and developing competitive curriculum vitae for employment opportunities. Indeed, research on factors that contribute to retaining students of color in graduate programs underscores the importance of academic and social support within the program (Trent et al, 2020). For instance, Slay et al (2019) noted that the retention and positive programmatic experiences for students of color were positively influenced with mentorship from minoritized faculty members, even when the primary adviser was White.…”

Section: Recruitment and Retention Of Special Education Students Of C...mentioning

confidence: 99%

Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color

Maggin

Collins

Foster

et al. 2021

Teacher Education and Special Education: The Journal of the Tea

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The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs’ climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs.

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Factors impacting the retention of students of color in graduate programs: A qualitative study.

Cited by 26 publications

References 40 publications

Employers Perception on Graduate Skill Deficiency to Suit Productivity

Employers Perception on Graduate Skill Deficiency to Suit Productivity

Black, indigenous, and trainees of color stress and resilience: The role of training and education in decolonizing psychology.

Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color

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