Faculty perceptions on (implicit) bias during the graduate admission review process

Abstract

Purpose The purpose of this study is to examine whether implicit bias exists within the graduate admissions process at a large public research university in the Southeast United States. Additionally, this research sought to identify the type of strategies graduate faculty in the USA use to assess their implicit bias and the support they may need to better recognize and gauge implicit bias during the graduate application review process. Design/methodology/approach This study used the use of a qualitative, phenomenological research design by conducting individual interviews with graduate faculty members that serve on admissions committees. Findings The findings revealed six themes in relation to the purpose of the study – bias recognition, faculty perceptions of their own bias, faculty perceptions on the bias of others, strategies for the application review process, admission committee safeguards and the need for implicit bias training. Originality/value The study outcomes are discussed in relation to the prior research and literature on this phenomenon. Additionally, the study presents research and practical implications, including actionable strategies for how its results can be practically applied.

Differences in support within the social science graduate admissions pipeline

“…considered social factors that shape experiences prior to the faculty review. Predominantly, the extant literature on graduate admissions focuses on the Graduate Record Examination (GRE; Kuncel et al, 2001;Petersen et al, 2018) and how admissions committees function (Attiyeh and Attiyeh, 1997;Pieper and Krsmanovic, 2022;Posselt, 2016). Few scholars have turned attention to developing an understanding of nonacademic social factors influencing applicants' experiences within the graduate admissions pipeline.…”

“…In recent years, however, admissions committees at US graduate schools have shifted toward a holistic review of applicants (Pieper and Krsmanovic, 2022; Posselt, 2016; Posselt et al , 2019). Holistic review involves looking at an application in its entirety and considering social factors affecting opportunities and privileges an applicant may have.…”

“…Literature on graduate admissions has focused, at least in the USA, on the criteria faculty admissions committees use to predict success and subsequently admit prospective applicants into their program (Pieper and Krsmanovic, 2022;Posselt and Grodsky, 2017), but has not often Since acceptance of this article, the following author has updated their affiliation: Michael L. Tidwell is now at the Louise McBee Institute of Higher Education, University of Georgia, Athens, GA, USA.…”

“…Literature on graduate admissions has focused, at least in the USA, on the criteria faculty admissions committees use to predict success and subsequently admit prospective applicants into their program (Pieper and Krsmanovic, 2022; Posselt and Grodsky, 2017), but has not often considered social factors that shape experiences prior to the faculty review. Predominantly, the extant literature on graduate admissions focuses on the Graduate Record Examination (GRE; Kuncel et al , 2001; Petersen et al , 2018) and how admissions committees function (Attiyeh and Attiyeh, 1997; Pieper and Krsmanovic, 2022; Posselt, 2016). Few scholars have turned attention to developing an understanding of nonacademic social factors influencing applicants’ experiences within the graduate admissions pipeline.…”