DeJoseph Meriah L, Carosella Katherine A
Stanford Graduate School of Education, Stanford University.
Department of Psychology, University of Minnesota.
J Divers High Educ. 2025 Jun;18(3):354-362. doi: 10.1037/dhe0000504. Epub 2023 Sep 11.
PhD programs have long struggled to recruit and retain trainees and scholars representative of an increasingly diverse U.S. population. In this practice brief, we describe barriers facing marginalized students in pursuing a PhD and offer recommendations for institutions aiming to provide equitable opportunities across the doctoral training pipeline. Recommendations are informed by the burgeoning success of a graduate student-led mentorship program that offers prospective underrepresented PhD students support in the application process and beyond. We highlight the importance of incentivizing the efforts and assets of graduate student mentors in cultivating and sustaining strong peer-to-peer support networks necessary to ensure the success of the next generation of diverse scholars.
长期以来，博士项目一直在努力招募和留住能够代表日益多样化的美国人口的学员和学者。在本实践简报中，我们描述了边缘化学生在攻读博士学位过程中面临的障碍，并为旨在在整个博士培养过程中提供公平机会的机构提供建议。这些建议是基于一个由研究生主导的指导项目的蓬勃发展而提出的，该项目为未来代表性不足的博士生在申请过程及之后提供支持。我们强调激励研究生导师的努力和资源对于培养和维持强大的 peer-to-peer 支持网络的重要性，这一网络对于确保下一代多样化学者的成功至关重要。
