On Tuesday, November 15th, “The ‘Living Humanities’ Ph.D. for the 21st Century” held its second meeting, focusing on the planning theme of “Ensure Access and Inclusion.” For this meeting, the group was split into two parts, which will be addressed in two different blog posts (see part two here). In this post, I focus on the first group’s discussion on admissions, considering how GSAS programs in the humanities can attract and admit under-represented groups during the admissions process. A subsequent post will focus on the second group’s discussion on retention, mentoring, and student support for under-represented groups once they are attending the GSAS programs in the humanities.
So what are these “under-represented groups” at Fordham? This term includes but is not limited to prospective and current students who are members of racial and ethnic minority communities, members of faiths other than Christianity, members of LGBTQ communities, and/or members of economically and academically disadvantaged communities. Meeting participants considered how these groups are not mutually exclusive and how diversity goes beyond racial differences, often including hidden identifiers that students may not be comfortable revealing.
And how can humanities programs in the GSAS attract members from these under-represented groups? The discussion focused on three elements: advertising the programs to create a more diverse applicant pool, rethinking how we evaluate applications to potentially create a more diverse student body, and above all considering the application process from the applicant’s point of view. Group members suggested advertising Fordham’s programs to promising applicants from under-represented groups by working more intensely with institutions in the neighborhoods around our campuses in the Bronx and Manhattan and using faculty contacts to forge links with institutions catering primarily to communities not well-represented at Fordham, such as historically black colleges and universities (HBCUs).
As well as reaching out to these communities, group members considered factors that could discourage promising students from applying to graduate school, such as the many costs that prospective students face and the uncertain payoff of a Ph.D. degree in the current academic job market. Applying for a Ph.D. is an expensive proposition, including hefty fees to prepare for and take the GRE test, but even after students are accepted they must reach further into their pockets to pay for moving expenses and the deposit on a new home. To address initial expenses, the group suggested forgiving GRE fees for admitted students and providing advance funding for the transition to start graduate school.
Mitigating these costs still leaves the price of the degree itself. The cost of attending a Ph.D. program must be balanced with the rewards at its conclusion – if students do not want traditional academic jobs or feel that the market is too competitive, they see no point to even applying. To address these perceptions of limited or lackluster job prospects, the group proposed showcasing a wider range of career paths for Ph.D. graduates on the university website that could appeal to a broader group of applicants.
But encouraging promising students to apply is only half the battle; they must also be admitted into Fordham’s programs. The group confronted current markers of privilege in evaluating graduate applications and how to acknowledge them. For instance, they noted that committees rely heavily on the GRE General test as a marker for student potential, but higher scores on this test have been linked with higher socio-economic status. As GRE scores are used for university ratings, the group found it impractical to get rid of the test entirely. Instead, they suggested training admissions committees about its limitations as a marker of academic potential to encourage them to take a more holistic view of each student’s application. The group then considered looking at applications without any clues to the applicant’s identity. One innovative suggestion focused on a technique called Blind Hiring, pioneered in Silicon Valley, which strips all identity markers from application materials and has resulted in more diverse and talented hires.
To read more about this planning theme (including a recommended reading list), see its description on the website for “The ‘Living Humanities’ Ph.D. for the 21st Century.”
- Samantha Sabalis, Graduate Assistant, NEH/GSAS Grant, The “Living Humanities” Ph.D. for the 21st Century