Suchergebnisse

College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and graduation rates have an effect on the number of African American students who pursue the Ph.D. and other research doctorate degrees. In order to increase the number of African Americans and other underrepresented students in the Ph.D. pipeline, the United States Congress passed legislation that created the Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) in the mid-1980s. The purpose of the McNair Scholars Program is to prepare college students for doctoral studies and careers in academia through involvement in summer research internships and other scholarly activities. One way in which this program may prepare students is through the development of students' academic, research and social self-efficacy. To date, however little research has been conducted to see if the McNair Scholars Program has an effect on African American students' levels of self-efficacy. The purpose of this study was to compare levels of academic, research and social self-efficacy among African American pre- and post-McNair Scholar participants. Levels of self-efficacy were analyzed by McNair participant status (pre-McNair and post-McNair), gender, college and grade point average. The study employed a national sample of African American pre- and post McNair Scholar Program participants. Data were collected using the Graduate Education Self-Efficacy Scale (GESES), a 57-item instrument designed specifically for this study. Items for the survey were developed utilizing existing literature on academic, research and social self-efficacy. Results revealed significant differences in academic, research and social self-efficacy between African American pre- and post-McNair Scholar Program participants. There were no significant differences by gender on academic, research or social self-efficacy. Neither were significant differences found by college grade level on academic or social self-efficacy. There were, however, significant differences based on college grade level on research self-efficacy. There were also significant interaction effects between gender and college grade level on academic, research and social self-efficacy. The results suggest that participating in the McNair Scholars Program raises levels of academic, research and social self-efficacy among African American college students. ; Ph. D.

Over the past two decades, government agencies and the higher education community have invested greatly in preparing undergraduate McNair Program participants for doctoral study. The expectation has been that most will complete doctoral degrees and enter into careers in college teaching and research. However, current data show that relatively few participants of color enter into the professoriate (McCoy, et al, 2008). The purpose of this qualitative study is to gather the stories of McNair Program alumni of color who succeeded in college and graduate study and went on to pursue faculty careers. The review of the literature indicated that studies of the McNair Program are largely national program evaluation reports. Many studies focus on participant and graduate alumni experiences but only one study examines McNair Program alumni as faculty. The influence of undergraduate research on minority graduate enrollment and career choice is well cited in the higher education literature. The literature related to the preparation of faculty of color indicates that aspirations, socialization, and mentoring are important factors and are facilitated by other faculty. However, experience of McNair Program alumni as faculty is absent from the higher education literature. A phenomenological methodological approach was used for this study. Ten to 12 minority faculty members participated in face-to-face interviews lasting 90 minutes on average. Participants were McNair Program alumni who earned doctoral degrees and were employed as full-time faculty members. A thematic analysis of interview data was conducted and categorized by the interview and research questions. The significance of this study is its promise to extend an understanding of the role that the McNair Program served in preparing minority students for the professoriate. The findings of this study show that the McNair program significantly influenced a) decision to purse graduate study; b) enrollment in graduate study; and c) success in their doctoral studies. The ...

ABSTRACT
This article describes the details of a mentorship program implemented by one university to train accounting doctoral candidates as educators, thus responding to calls by the Pathways Commission (2012), prior research (Gribbin, Sobery, and Braswell 2002; Brink, Glasscock, and Wier 2012), and the AACSB (2013) for thoughtful training of our future teacher-scholars. The two-semester program enables doctoral program directors to meet each doctoral candidate at his/her point of need, includes recommendations for supporting international doctoral candidates, and advocates for an appreciation of the synergies between research and teaching. As such, this study should be of interest to doctoral program directors, doctoral candidates, and administrators.

This article addresses issues related to the training of translational scholars in family science (FS) graduate programs. The article advances the view that (a) FS students need more direct socialization on how to message about and market the brand of their programs and (b) the FS brand should be organized around the centrality of translational expertise as one of the core goals of the training mission of FS programs. The article goes on to suggest that the training of translational scholars in FS programs should be organized around two interrelated initiatives. The first involves introducing coursework that balances the focus on the production of scholarship with a focus on the translation of this scholarship into policy and practice. The second is for FS programs to build their capacity to train translational scholars by creating "learning laboratories" in partnership with other health and social service programs, with the explicit goal of advancing collaborative practice and promoting interdisciplinary, multidisciplinary, transdisciplinary, and translational scholarship.

THE URBAN SCHOLARS PROGRAM: REPORT OF A PLANNING MEETING -- Copyright -- ACKNOWLEDGMENTS -- THE URBAN SCHOLARS PROGRAM: REPORT OF A PLANNING MEETING -- BACKGROUND -- HUD'S INTEREST IN EMERGING SCHOLARS -- DEFINING "NEW" SCHOLARS -- PRIORITIES TO BE ADDRESSED -- ORGANIZATION AND MANAGEMENT: PROFESSIONAL DEVELOPMENT -- ORGANIZATION AND MANAGEMENT: A COMMUNITY OF URBAN SCHOLARS -- PRODUCTS AND AUDIENCE -- FUNDING LEVEL AND PROGRAM SIZE -- AFTERWORD -- REFERENCES -- Attachment A AGENDA -- KEY QUESTIONS -- KEY QUESTIONS.