Doctoral Degree Recipients Research Articles

Understanding the Decision to Enroll in Graduate School: Sex and Racial/Ethnic Group Differences

Women continue to receive fewer doctoral and first-professional degrees than men, even though women receive more bachelor's degrees. The underrepresentation of women holds even after allowing for time to complete an advanced degree. For example, women received 55% of the bachelor's degrees that were awarded in 1994-95 but only 44% of the doctoral degrees and 45% of the first-professional degrees that were awarded five years later in 1999-00 (NCES, 2002). (1) African Americans also represented smaller shares of doctoral and first-professional degree recipients in 1999-00 than of bachelor's degree recipients in 1994-95 (5.0% and 6.9% versus 7.5%, NCES, 2002). Hispanics represented a smaller share of doctoral degree recipients (2.9%) but a comparable share of first-professional degrees (4.8%) in 1999-00 than of bachelor's degrees in 1994-95 (4.7%, NCES, 2002). Bowen and Rudenstine (1992) offer several possible explanations for the lower representation of women, African Americans, and Hispanics among doctoral degree recipients than bachelor's degree recipients. First, non-U.S. citizens, the majority of whom are men, account for a higher share of doctoral degree recipients than bachelor's degree recipients. Second, the distribution of bachelor's degree recipients by undergraduate major field varies by sex and race/ethnicity, with women, African Americans, and Hispanics tending to major in fields in which smaller shares of bachelor's degree recipients enroll in doctoral programs, such as communications. Even after taking into account these sources of the gap, however, Bowen and Rudenstine (1992) conclude that women, African Americans, and Hispanics are less likely to receive doctoral degrees. They speculate that both lower rates of doctoral program enrollment and lower rates of persisting to doctoral degree completion play a role. Although researchers have examined sex and racial/ethnic group differences in undergraduate enrollment (e.g., Hurtado, Inkelas, Briggs, & Rhee, 1997; Jackson, 1990; Perna, 2000; St. John & Noell, 1989), few theoretically based, methodologically rigorous studies have explored the sources of observed sex and racial/ethnic group differences in graduate school enrollment using a nationally representative sample of students. Ethington and Smart (1986) examined sex differences in graduate enrollment using a comprehensive causal model but did not include race/ethnicity in the analyses, likely due to a small number of non-White individuals in the sample. Other research has been limited to describing the correlates of graduate enrollment for a particular group, such as Mexican-American female graduate students (Lango, 1995), African-American doctoral recipients in sports and exercise science (King & Chepyator-Thomas, 1996), doctoral students in higher education administration (Poock & Love, 2001), and newly enrolled graduate students at one institution (Malaney, 1987; Stiber, 2000). A variety of conceptual approaches have been utilized to examine graduate school enrollment, including a marketing perspective (Malaney, 1987; Stiber, 2000), Hossler and Gallagher's three-stage college-choice model (Poock & Love, 2001), Astin's theory of involvement (Lango, 1995), and Tinto's model of persistence (Ethington & Smart, 1986). This research contributes to our understanding of the sources of the underrepresentation of women, African Americans, and Hispanics among doctoral and professional degree recipients by examining one phase of the educational pipeline: the enrollment of bachelor's degree recipients in different types of post-baccalaureate educational programs. This study develops and tests a conceptual model that is based on an expanded econometric theoretical framework using data from a nationally representative, longitudinal survey of bachelor's degree recipients. Theoretical Framework Building on research that has examined racial/ethnic group differences in undergraduate enrollment (Perna, 2000), this research develops and tests the appropriateness of an expanded econometric framework for understanding sex and racial/ethnic group differences in post-baccalaureate enrollment. …

Studying Ourselves: The Academic Labor Market

This paper addresses three academic labor market issues; the declining salaries of faculty employed at public colleges and universities relative to their private institution counterparts, the growing dispersion of average faculty salaries across academic institutions within both the public and private sectors, and the impacts of the growing importance and costs of science on the academic labor market and universities. The decline in the salaries of faculty in public institutions relative to their private sector counterparts is attributed primarily to private institutions' tuition levels rising by more in real terms than public institutions' tuition levels. The growing dispersion in average faculty salaries across institutions within each sector is attributed primarily to the growing disperion of endowmentper student levels across private institutions and the growing dispersion of state appropriations per student across public institutions. Finally, controlling for other factors, those universities whose real research expenditures per faculty from institutional funds are growing the most experience the greatest increase in their student/faculty ratio, other variables held constant.

Recent reports on Earth and space science doctorates

Two newly published surveys of recent doctoral degree recipients, the Science and Engineering Doctorate Awards, 2001 (National Science Foundation, 2002) and the Earth and Space Science Ph.Ds, Class of 2001 (AGU/AGI, 2002), reveal a generally healthy status for the production of and job market for Earth and space sciences Ph.Ds. The NSF report, which is based on the detailed statistical data obtained in the annual Survey of Earned Doctorates (NSF; 2001), highlights these key findings:The total number of science and engineering (S&E) doctorates awarded by U.S. universities has dropped 7%from a high point in 1998, to 25,500 degrees in 2001. Of these, doctorates in the physical sciences dropped from 3,825 in 1998 to 3,389 in 2001, after experiencing modest increases between 1992 and 1998.

The shortage of doctorally prepared nursing faculty: A dire situation

Background: The decline in the number of doctorally prepared nursing faculty is a major problem contributing to the overall shortage of nursing personnel. Purpose: This article evaluates the impact of faculty age and retirement timelines on the future availability of doctorally prepared nursing faculty. Methods: Age and retirement data were summarized from surveys of faculty conducted by the American Association of Colleges of Nursing. Additional data about characteristics of faculty and doctoral degree recipients were obtained from other national sources. Linear regression was used to determine average change in age and retirement year. Discussion: Results showed steadily increasing faculty age, a shortening of time to likely retirement, and a loss of younger faculty. Conclusions: In addition to current initiatives aimed at increased financial support for doctoral study, nurse educators must rapidly arrive at short- and long-term solutions. Solutions may require examination of some of the sacrosanct traditions of nursing education.Nurs Outlook 2002;50:50-6.

Increasing Mexican American Doctoral Degrees: The Role of Institutions of Higher Education

Mexican Americans continue to be severely underrepresented among doctoral degree recipients. Although much more research is warranted on this topic, the institutional support model presented can serve to provide immediate guidance to personnel in institutions of higher education who want to increase the rates of Mexican American doctoral degree attainment. The model was developed based on a retrospective analysis of the authors' experiences as participants at one of the host institutions in the Hispanic Border Leadership Institute Doctoral Fellowship Program and a review of the literature. The four components of the model include financial support and opportunity, emotional/moral support, mentorship from university faculty or other professionals, and technical support.

A Multicase Study of African American Doctoral Degree Recipients

A Multicase Study of African American Doctoral Degree Recipients

Success in Doctoral Programs: Experiences of Minority and White Students

Individuals who have earned doctoral degrees are in a position to use that advanced knowledge to teach, perform leadership functions, and to conduct research. We know very little about the ethnic group differences among doctoral degree recipients and doctoral students beyond the fact that minorities are underrepresented. This paper examines the differences among black, Hispanic, and white doctoral students at four major universities. The results indicate that black and Hispanic doctoral students perceive more feelings of racial discrimination than do white doctoral students, and that blacks, who come from the poorest socioeconomic backgrounds, also receive the fewest teaching or research assistantships. Suggestions for action and for future research are also presented.

Publications of economists in relation to journals, schools, and dissertations

Many regional and state universities now regard research and scholarship as well as teaching as a focal activity of their faculty. However, as yet, their doctoral degree recipients have not displayed the research prowess of graduates of the major national universities. This longitudinal study of a random sample of 512 Ph.D. economists found that 34% have published at least one article in the 260 journals referenced in theJournal of Economic Literature. Those economists writing their dissertations in the field of general economics had a higher tendency to publish than those in other fields. Graduates of the 10 highest-ranked schools published 38.8% of all journal articles between 1969 and 1986, while graduates of the top 20 schools published 65.2% of the articles. Graduates of the top 20 schools published at least 20% more than other graduates. In addition, graduates of the top 20 schools published an average of 2.28 articles, which is at least 38% more than the average for graduates of lower-ranked schools. It is probable that the much better publication record of top-school graduates in academic careers is explained by a host of factors, including level of training, old school ties and contacts, as well as employment in top-ranked research-supporting schools.

1973 Doctoral Degree Recipients, by Conferring Institution

1973 Doctoral Degree Recipients, by Conferring Institution

1972 Doctoral Degree Recipients by Conferring Institution

1972 Doctoral Degree Recipients by Conferring Institution

1971 Doctoral Degree Recipients by Conferring Institution

American Journal of Agricultural EconomicsVolume 54, Issue 2 p. 408-409 Article 1971 Doctoral Degree Recipients by Conferring Institution First published: 01 May 1972 https://doi.org/10.1093/ajae/54.2.408AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume54, Issue2May 1972Pages 408-409 RelatedInformation