Partnerships and Programming to Increase Diversity in Graduate Education

Presented by:Simone Gbolo

University of Minnesota – Twin CitiesPublic Policy and International Relations Fellowship Program

Agenda

� Introduction

� Background

� Research Questions

� Methodology

� Findings

� Discussion

� Implications

� Questions

INTRODUCTION

Introduction

Diversity Pipeline and/or

Pathway

Education Access

Support

Incubator of Diverse

Talent

Academic Enrichment

Purpose Statement

� Exploration of how diversity pathways and/or pipelines prepare and provide support systems for historically underrepresented students towards advance education.

� Investigation on the impact on; student experiences, higher education environments, and the influence on workforce selection.

BACKGROUND

Positionality

� Product of pipeline/pathway initiatives

� 10 plus years

� Scholar Practitioner

� Work directly the entities involved

� Academically and professionally committed

High Impact Diversity & Inclusion Practices

� Intentional recruiting through outreach and admissions practices (Sabharwal & Geva-May, 2013; Posselt, 2016)

� Community of Practice (Hurtado et al., 1998; Allen-Ramdial & Campbell, 2014)

� Multiple initiatives (Formicola, 2009; Smith et al., 2009)

� Early engagement programs: academic, admissions prep, summer bridge or professional training (Smith et al., 2009; Strayhorn, 2011; Wesley et al., 2011)

� Partnerships: community, 2-year colleges, K12 (Strayhorn, 2011)

� Post Baccalaureate & Research programs (Pender et al., 2010)

� Funding & Institutional support (Camacho, Zangaro, & White, 2017)

� Coaching & Mentoring (Strayhorn, 2011)

Think, Pair & Share

Quick Intro: Name, role, institution

Which High Impact Diversity Practices are currently taking place in your department or on your campus?

Programming

� Five Junior Summer Institutes provide rigorous training graduate school

� Graduate level coursework: economics, statistics, public policy analysis

� Guest lectures and discussions from notable public servants

� Site visits to local, state, federal government organizations

� Graduate school fair

� Graduate Record Examination (GRE) test prep

� Summer capstone project and presentations

Partnerships

� Graduate School Consortium

� 50+ Public Policy and International Affairs Graduate Schools

� Intentional recruitment

� Waive application fees

� Financial awards

� Support through the application process

RESEARCH QUESTIONS

Research Questions

� How has the seven-week rigorous preparation for graduate school pipeline program prepared participants for graduate study in public policy or international affairs?

� What key components have influenced the pipeline program participant’s motivations towards pursuing graduate education in public policy or international affairs?

� What were their motivations to pursue graduate school?

� In what ways, the program could have prepared participants even further?

METHODOLOGY

Theoretical Framework

� Critical Race Theory, (Hiraldo, 2010)

� Racism is manifested throughout educational systems in the U.S. that have resulted in disparities in educational and professional outcomes.

� Hidden Curriculum, (Margolis, 2001)

� Implicit and explicit requirements that students are expected to know.

� Racial Climate, (Hurtado, 2006)

� Transformation of campus environments in to a place of inclusivity and equity.

Methods

� Pre screening survey sent to alumni� Social media groups

� Listserv for alumni

� Alumni referrals

� 25 interviews with alumni of the program based on criteria� Successful completion of 7 week program

� Currently in graduate school or

� Completed within the last year

� Interviews transcribed

� Consensual Qualitative Research (Hill, Thompson, & Williams, 1997)

� Data coded into core topic domains/ themes

PRELIMINARY FINDINGS

Core Themes

� Affirmed that graduate education was a viable option

� Provided a valuable, established, & supportive network

� Positioned competitively for other opportunities

� Acquired applicable skills that could be utilized immediately

� Solidified career aspirations

� Life changing

From the participants

“Being a first-gen student, the first to go to college, I did not know that grad school existed until I went to college. So

when I heard about grad school I was like what do you mean I have to go to more school? But once I found that out I was confused as to how to get to grad school, what it was, and

would I be qualified to go? I knew that I was very curious and wanted to learn more…I learned that in graduate school I would have the time and space to explore my questions in

more depth.”

From the participants

“The program was great and a lot of work, but when I got there it showed me that I could be in a graduate school environment and it demystified what graduate school was particularly as a first generation student,

and as I engaged in the coursework, that I could actually do graduate level work. This affirmed my

sense of belonging in a graduate programs as a first generation student of color.”

From the participants

“The students came from a very diverse backgrounds and one of the best experiences was the collegiality

we had among ourselves, we build a strong family that I am still in touch with, I reach out to them all the time

and when I am thinking of making next big steps, we stay connected to each other no matter what part of

the world we live.”

From the participants

“It gave me exposure to the causes and concepts so that it would not seem foreign when I decided to attend graduate school. I came in knowing how to

write a policy memo.”

DISCUSSION

Discussion

� Career Identity Development (Carlone & Johnson, 2007)

� Imposter Phenomenon (Clance & Ames, 1978)

� Sense of Belonging (Hurtado & Carter, 1997; Strayhorn, 2012)

� Countering Spaces (Patton, 2006 & 2010)

IMPLICATIONS

Implications

� Scholarship

� Develop asset based frameworks

� Institutional Impact

� Workforce Impact

� Practitioner

� Behavior post program

� Examine all touch points

� Gaps in program models

QUESTIONS

Implications

� What can you put in place now?

� What can you aspire for that may be a few years out?