Assessing changes in the underrepresentation of Blacks, Latinx/Hispanics, and Native American doctoral students in U.S. Geography Programs, and a model for change: the Michigan State University model.

Abstract

This study used critical race theory to examine the changes in awarding of doctoral degrees in Departments of Geography to American citizens who are Black, Latinx, and/or Native American. Data were obtained from the Integrated Postsecondary Education Data System (IPEDS), 1997–2019. The data show that of 4918 doctoral degrees awarded from 1997 to 2019, only 86 or 1.64% were awarded to African American students, 122 or 2.39% were awarded to Hispanic American students, and 25 or 0.53% were awarded to Native American students. The differential awarding of degrees was related to the differential funding by race and ethnicity to support their completion of the doctorate degrees. Critical race theory may lead to consciousness for students to review the practice as disparate impact racial discrimination. If policies and practices in departments of geography are not changed there will continue to be few doctoral degrees obtained by Blacks, Hispanics, and Native Americans. The paper offers a model for change.