ERIC Number: ED354852
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Differences in Graduate School Attainment Patterns across Academic Programs and Demographic Groups. A Research Report of the Minority Graduate Education Project.
To identify differences in doctoral student achievement across programs, demographic groups and gender, the graduate careers of nearly 5,000 doctoral students from 11 departments at each of 3 major universities were investigated. Three types of data analysis examined numbers of students entering each department and the proportions of various groups, patterns of attainment of graduate school milestones, and association between attainment of milestones and potential explanatory variables. Minorities and women were found to be under-represented in graduate school and to have generally lower Ph.D. candidacy and graduation rates than their white and male counterparts. In two of the three schools, foreign students had higher candidacy and graduation rates than did white Americans. Also, in two of the three schools, the percentage of foreign students has increased substantially in recent years. A more general finding was that the doctoral candidacy and graduation rates in the 8 years following matriculation were higher in quantitatively oriented departments than in the humanities and social sciences. In general, undergraduate grades and Graduate Record Examinations scores had only a minimal association with the attainment of candidacy and graduation. Among these academically select students, nonacademic factors may play a crucial role in determining who ultimately attains the doctoral degree. Includes 34 references. (JB)
Descriptors: Academic Achievement, Academic Persistence, Asian Americans, Blacks, Doctoral Degrees, Enrollment, Foreign Students, Graduate Students, Graduate Study, Higher Education, Hispanic Americans, Minority Groups, School Holding Power, Sex Differences, Universities, Whites
Educational Testing Service, Princeton, NJ 08541.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Graduate Record Examinations Board, Princeton, NJ.; Educational Testing Service, Princeton, NJ.