| Title | Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics |
| Publication Type | Journal Article |
| Year of Publication | 2004 |
| Authors | Herzig AH |
| Journal | Review of Educational Research |
| Volume | 74 |
| Pagination | 171-214 |
| Keywords | Academic achievement, Academic preparation, Diversity Institute Literature Review, Gatekeeper courses, Graduate school, Mathematics, Minorities, Recruitment, Retention, Women |
| Summary | This article is a review of the literature on graduate retention of women and students of color in doctoral programs, focusing on mathematics. The author presents arguments for equity, details a series of social factors that are essential for graduate student success, and describes how these factors can present challenges to students from underrepresented groups. She proposes a cross-country race, rather than a leaky pipeline, as a model for graduate education. |
| Extended Summary | The mathematics community is concerned that doctoral students are not being prepared effectively for faculty positions. The areas of deficiency include "professional development for teaching, uses of technology, exposition, developing and pursuing a research program, participation in… communities," and development of an awareness of one's professional role in the larger world. The author argues that the same conditions that work against the effective preparation of all graduate students contribute to the attrition of women and minorities. She recommends a curriculum shift to better prepare entry-level graduate students for faculty careers.The author describes the first few years of graduate school as a winnowing process in which graduate students are being screened for "talent" and evaluated on the basis of their ability to retain information, rather than their critical thinking skills. During these first few years, students must rely on one another for academic support. Students who find themselves outside the cultural norm of their field may depart during this trial period; this reduces the diversity of thought in the profession. Also, students have complained about poor teaching during this period. The filtering-out process that takes place during the first years of doctoral programs may, in fact, remove students on the basis of diversity rather than aptitude. Cultural gender bias sometimes leads mathematics faculty to perceive women's interest in interdependent work as lack of assertiveness. Unsupportive advisors may have a disproportionate effect on students from underrepresented groups. Female graduate students are less likely to be mentored and treated as equals by faculty. Social isolation also takes a toll on students. Although research has not revealed that having children has a negative effect on science careers for women, extensive anecdotal evidence indicates otherwise. Many women faculty choose to work at small teaching colleges because of academic pressures. Research assistantships can be tremendously helpful in integrating students into mathematics departments. Social integration with peers and faculty gives students the tools they need to succeed in their program, including an understanding of the culture and discourse of the field. In addition, intellectual integration of mathematics with real-world applications could aid in student retention. The author describes graduate school as a competitive race in which students do not start out with equal equipment. She recommends that graduate schools, rather than reducing their student body through competition, encourage the application of mathematics to other professions. |
| Recommendations | Remove obstacles for female and underrepresented minority graduate students by: 1)connecting mathematics to socially relevant physical applications, 2)providing opportunities for entry-level graduate students to become involved in research, 3)mentoring female students and treating them as junior professionals,4)accommodating the needs of students with family and other obligations, 5)providing students with professional development opportunities, and 6)encouraging your advisees. |
Printer-friendly version