Recruiting Minority Students into Special Education Doctoral Programs: A Survey of Students' Knowledge of Higher Education

Abstract

To ascertain possible reasons why few minority students apply for admission to doctoral programs in special education, and to determine the extent of their knowledge of higher education, a questionnaire was given to minority students in a master's degree special education program at an urban university. Finances, family responsibilities, intellectual challenge, and self-confidence are among the variables that affect the pursuit of doctoral study for many minority students. Nevertheless, many minority students set their career goals no higher than the master's degree level. They do not understand the culture and mores of academe or the requirements for tenure and promotion, and do not perceive themselves as potential college professors. Based on the results of this study, strategies for recruiting minority students into doctoral programs and for their retention are recommended.