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020			_a9780674088696
040			_arda _bEnglish _cMSULIB _erda
050	0	0	_aLB2371.4 POS
100	1		_aPosselt, Julie R. _eauthor
245	1	0	_aInside graduate admissions : _bmerit, diversity, and faculty gatekeeping / _ccreated by Julie R. Posselt.
264		1	_bHarvard University Press, _c2016.
300			_ax, 250 pages ; _c24 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia _bn
338			_avolume _2rdacarrier _bnc
504			_aIncludes bibliographical references and index.
505			_aIntroduction: Gatekeeping reconsidered Decision making as deliberative bureaucracy Meanings of merit and diversity Disciplinary logics Mirror, mirror The search for intelligent life International students and ambiguities of holistic review Conclusion: Merit beyond the mirror
520			_a"How does graduate admissions work? Who does the system work for, and who falls through its cracks? More people than ever seek graduate degrees, but little has been written about who gets in and why. Drawing on firsthand observations of admission committees and interviews with faculty in 10 top-ranked doctoral programs in the humanities, social sciences, and natural sciences, education professor Julie Posselt pulls back the curtain on a process usually conducted in secret. Inside Graduate Admissions presents admissions from decision makers' point of view, including thought-provoking episodes of committees debating the process, interviewing applicants, and grappling with borderline cases. Who ultimately makes the admit list reveals as much about how professors see themselves--and each other--as it does about how they view students. Professors in these programs say that they admit on merit, but they act on different meanings of the term. Disciplinary norms shape what counts as merit, as do professors' ideas about intelligence and their aversions to risk, conflict, ambiguity, and change. Professors also say that they seek diversity, but Posselt shows that their good intentions don't translate into results. In fact, faculty weigh diversity in only a small fraction of admissions decisions. Often, they rely upon criteria that keep longstanding inequalities in place. More equitable outcomes occur when admissions committees are themselves diverse and when members take a fresh look at inherited assumptions that affect their judgment. To help academic departments promote tra
650		0	_aUniversities and colleges _zUnited States _xGraduate work _xAdmission.
650		0	_aDiscrimination in higher education _zUnited States.
650		0	_aMinorities _xEducation (Higher) _zUnited States.
650		0	_aUniversities and colleges _zUnited States _xFaculty.
650		0	_aTeacher participation in administration _zUnited States.
942			_2lcc _cB
999			_c166312 _d166312