Julie Posselt
Biographic Data
| ID | 1380354 |
|---|---|
| NAME | Julie Posselt |
| GIVEN NAMES | Julie |
| FAMILY NAME | Posselt |
| SIGNATURE | POSSELT J |
| AFFILIATIONS | University of Southern California |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
“They Don’t Really Care”
Increasing the representation of racially minoritized groups and women in STEM graduate education is insufficient to make STEM fields and academia inclusive and equitable spaces, where all feel supported and thrive. This study was motivated by a phenomenological examination of support for graduate students, focusing on programs that admitted and graduated higher proportions of underrepresented students than their fields. We used negative case ana…
Graduate Work
Organizational Pathways toward Gender Equity in Doctoral Education
Despite gains in baccalaureate and master’s degree attainment, women continue to earn lower shares of doctor of philosophy degrees (PhDs) in many fields, a pattern that is often pronounced in science, technology, engineering, and math (STEM). This article uses comparative case study to understand organizational trajectories toward gender parity achieved in two STEM PhD programs—chemistry and civil engineering—in which women have earned significan…
Normalizing Struggle
Faculty mentoring is a durable structure of doctoral education that facilitates intellectual growth, professional socialization, and progressive independence. We must more deeply understand, however, professors’ role in supporting doctoral students’ persistence and well-being, especially for students from groups who have been historically excluded and marginalized in their fields. This study strived for such understanding by evaluating findings o…
Normalizing Struggle
Faculty mentoring is a durable structure of doctoral education that facilitates intellectual growth, professional socialization, and progressive independence. We must more deeply understand, however, professors’ role in supporting doctoral students’ persistence and well-being, especially for students from groups who have been historically excluded and marginalized in their fields. This study strived for such understanding by evaluating findings o…
Organizational Pathways toward Gender Equity in Doctoral Education
Despite gains in baccalaureate and master’s degree attainment, women continue to earn lower shares of doctor of philosophy degrees (PhDs) in many fields, a pattern that is often pronounced in science, technology, engineering, and math (STEM). This article uses comparative case study to understand organizational trajectories toward gender parity achieved in two STEM PhD programs—chemistry and civil engineering—in which women have earned significan…
Organizational Pathways toward Gender Equity in Doctoral Education
Despite gains in baccalaureate and master’s degree attainment, women continue to earn lower shares of doctor of philosophy degrees (PhDs) in many fields, a pattern that is often pronounced in science, technology, engineering, and math (STEM). This article uses comparative case study to understand organizational trajectories toward gender parity achieved in two STEM PhD programs—chemistry and civil engineering—in which women have earned significan…
Normalizing Struggle
Faculty mentoring is a durable structure of doctoral education that facilitates intellectual growth, professional socialization, and progressive independence. We must more deeply understand, however, professors’ role in supporting doctoral students’ persistence and well-being, especially for students from groups who have been historically excluded and marginalized in their fields. This study strived for such understanding by evaluating findings o…
Graduate Work
“They Don’t Really Care”
Increasing the representation of racially minoritized groups and women in STEM graduate education is insufficient to make STEM fields and academia inclusive and equitable spaces, where all feel supported and thrive. This study was motivated by a phenomenological examination of support for graduate students, focusing on programs that admitted and graduated higher proportions of underrepresented students than their fields. We used negative case ana…
Higher education (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Doctoral Education Challenges and Solutions (2 works) · Economics (2 works) · Higher Education Research Studies (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Business (1 work)