Julie R Posselt
Datos Biográficos
| ID | 328564 |
|---|---|
| NOMBRE | Julie R Posselt |
| NOMBRES | Julie R |
| APELLIDO | Posselt |
| FIRMA | POSSELT J R |
| AFILIACIONES | University of Southern California |
| ORCID | 0000-0001-7028-8802 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 139 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Characterizing Rhetorical Strategies in the Crisis Communications of Disciplinary Societies
Disciplinary societies have convening power and are well-positioned to influence culture within their fields. One way they do so is through statements issued following social crises. In this interpretive content analysis, we explored and categorized rhetorical strategies that six STEM disciplinary societies used in statements written in association with three major events: the COVID pandemic, Black Lives Matter movement, and US Supreme Court deci…
Negotiating Legal Compliance and Social Commitments in Graduate Admissions
This comparative organizational ethnography examines how two physical science PhD programs, operating under state affirmative action bans, navigate legal compliance while sustaining their commitments to diversity. Drawing on inhabited institutionalism and legal endogeneity, we show how, despite similar policy and disciplinary environments, each program interpreted the law differently and constructed distinctive admissions routines. One program br…
Getting started with culture change in science
Can professional societies contribute to systemic change? Sensegiving, sensemaking, and departmental transformation
Reconstructing PhD Admissions Through Organizational Learning
“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…
Learning in the Wild
This paper examines the creation and negotiation of disciplinary culture, through ethnographic fieldwork about socialization in a critical learning environment: scientific fieldwork. Field-based science has received scant research attention relative to its importance as a degree requirement, a professional rite of passage, and a site where sexual harassment and assault are disturbingly commonplace. We conducted a comparative ethnographic case stu…
Equity in Science
Equity in Science informs the movement for inclusion in science through case studies of scientists working to reduce inequities in courses, departments, and disciplines. Tagline: People are not particles. Creating equity in science has a science all its own
Methodological References
Graduate Work
Framing diversity
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…
The Diversity Bargain and Other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities
In August 2017, white nationalists marched on the University of Virginia (UVA), brandishing torches as they gathered around a statue of Confederate General Robert E. Lee. Today, selective colleges and universities—both public ones like Virginia as well as private ones such as Harvard, Brown, and Oxford—find themselves grappling with their racial pasts at a political moment when racial anxieties are high. How do students on these campuses make sen…
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 Education and Social Stratification
Graduate and professional education play an increasingly important role in economic inequality and elite formation in the United States, but sociologists have not subjected stratification in and through graduate education to the same level of scrutiny recently applied to undergraduate and subbaccalaureate education. In this review, we discuss how prominent stratification theories might be extended to studies of the role of graduate and profession…
Inside Graduate Admissions
Advanced degrees are necessary for careers that once required only a college education. Yet little has been written about who gets into grad school and why. Julie Posselt pulls back the curtain on this secret process, revealing how faculty evaluate applicants in top-ranked doctoral programs in the humanities, social sciences, and natural sciences.
Tuition Rich, Mission Poor
Many public research universities fail to enroll a critical mass of low-income and underrepresented minority (URM) students. Though founded with a commitment to access, public research universities face pressure to increase tuition revenue and to recruit high-achieving students. These pressures create an incentive to recruit nonresident students, who tend to pay more tuition and score higher on admissions exams, but who also tend to be richer and…
Disciplinary Logics in Doctoral Admissions
Ph.D. attainment rates by race and gender vary widely across the disciplines, and previous research has found disciplinary variation in graduate admissions criteria and practices. To better understand how disciplines shape admissions preferences and practices, which in turn may shape student access to graduate education, this article uncovers disciplinary patterns of faculty evaluation in doctoral admissions. Building on our knowledge of discipli…
Expanding the Racial Diversity and Equity Agenda to Graduate Education
Toward Inclusive Excellence in Graduate Education
Professors play an underexamined role as gatekeepers, and their understandings of merit have significant implications for racial equity and diversity in graduate education and the professoriate. To understand faculty reliance upon admissions criteria that undermine espoused diversity goals, this study examined decision making in 10 highly selective doctoral programs, including the meanings faculty associate with common admissions criteria. Throug…
Access Without Equity
The competitive dynamics that sustain stratification among postsecondary institutions have reinforced racial inequality in selective college enrollment between 1972 and 2004. Using a data set constructed from four nationally representative surveys (National Longitudinal Survey 1972, High School & Beyond 1980, National Educational Longitudinal Survey 1988, and Educational Longitudinal Survey 2002), the authors model how escalating admissions stand…
Graduate Education and Social Stratification
Graduate and professional education play an increasingly important role in economic inequality and elite formation in the United States, but sociologists have not subjected stratification in and through graduate education to the same level of scrutiny recently applied to undergraduate and subbaccalaureate education. In this review, we discuss how prominent stratification theories might be extended to studies of the role of graduate and profession…
Access Without Equity
The competitive dynamics that sustain stratification among postsecondary institutions have reinforced racial inequality in selective college enrollment between 1972 and 2004. Using a data set constructed from four nationally representative surveys (National Longitudinal Survey 1972, High School & Beyond 1980, National Educational Longitudinal Survey 1988, and Educational Longitudinal Survey 2002), the authors model how escalating admissions stand…
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…
Toward Inclusive Excellence in Graduate Education
Professors play an underexamined role as gatekeepers, and their understandings of merit have significant implications for racial equity and diversity in graduate education and the professoriate. To understand faculty reliance upon admissions criteria that undermine espoused diversity goals, this study examined decision making in 10 highly selective doctoral programs, including the meanings faculty associate with common admissions criteria. Throug…
Tuition Rich, Mission Poor
Many public research universities fail to enroll a critical mass of low-income and underrepresented minority (URM) students. Though founded with a commitment to access, public research universities face pressure to increase tuition revenue and to recruit high-achieving students. These pressures create an incentive to recruit nonresident students, who tend to pay more tuition and score higher on admissions exams, but who also tend to be richer and…
Disciplinary Logics in Doctoral Admissions
Ph.D. attainment rates by race and gender vary widely across the disciplines, and previous research has found disciplinary variation in graduate admissions criteria and practices. To better understand how disciplines shape admissions preferences and practices, which in turn may shape student access to graduate education, this article uncovers disciplinary patterns of faculty evaluation in doctoral admissions. Building on our knowledge of discipli…
Learning in the Wild
This paper examines the creation and negotiation of disciplinary culture, through ethnographic fieldwork about socialization in a critical learning environment: scientific fieldwork. Field-based science has received scant research attention relative to its importance as a degree requirement, a professional rite of passage, and a site where sexual harassment and assault are disturbingly commonplace. We conducted a comparative ethnographic case stu…
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…
Access Without Equity
The competitive dynamics that sustain stratification among postsecondary institutions have reinforced racial inequality in selective college enrollment between 1972 and 2004. Using a data set constructed from four nationally representative surveys (National Longitudinal Survey 1972, High School & Beyond 1980, National Educational Longitudinal Survey 1988, and Educational Longitudinal Survey 2002), the authors model how escalating admissions stand…
Expanding the Racial Diversity and Equity Agenda to Graduate Education
Toward Inclusive Excellence in Graduate Education
Professors play an underexamined role as gatekeepers, and their understandings of merit have significant implications for racial equity and diversity in graduate education and the professoriate. To understand faculty reliance upon admissions criteria that undermine espoused diversity goals, this study examined decision making in 10 highly selective doctoral programs, including the meanings faculty associate with common admissions criteria. Throug…
Disciplinary Logics in Doctoral Admissions
Ph.D. attainment rates by race and gender vary widely across the disciplines, and previous research has found disciplinary variation in graduate admissions criteria and practices. To better understand how disciplines shape admissions preferences and practices, which in turn may shape student access to graduate education, this article uncovers disciplinary patterns of faculty evaluation in doctoral admissions. Building on our knowledge of discipli…
Inside Graduate Admissions
Advanced degrees are necessary for careers that once required only a college education. Yet little has been written about who gets into grad school and why. Julie Posselt pulls back the curtain on this secret process, revealing how faculty evaluate applicants in top-ranked doctoral programs in the humanities, social sciences, and natural sciences.
Tuition Rich, Mission Poor
Many public research universities fail to enroll a critical mass of low-income and underrepresented minority (URM) students. Though founded with a commitment to access, public research universities face pressure to increase tuition revenue and to recruit high-achieving students. These pressures create an incentive to recruit nonresident students, who tend to pay more tuition and score higher on admissions exams, but who also tend to be richer and…
Graduate Education and Social Stratification
Graduate and professional education play an increasingly important role in economic inequality and elite formation in the United States, but sociologists have not subjected stratification in and through graduate education to the same level of scrutiny recently applied to undergraduate and subbaccalaureate education. In this review, we discuss how prominent stratification theories might be extended to studies of the role of graduate and profession…
Framing diversity
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…
The Diversity Bargain and Other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities
In August 2017, white nationalists marched on the University of Virginia (UVA), brandishing torches as they gathered around a statue of Confederate General Robert E. Lee. Today, selective colleges and universities—both public ones like Virginia as well as private ones such as Harvard, Brown, and Oxford—find themselves grappling with their racial pasts at a political moment when racial anxieties are high. How do students on these campuses make sen…
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
Equity in Science
Equity in Science informs the movement for inclusion in science through case studies of scientists working to reduce inequities in courses, departments, and disciplines. Tagline: People are not particles. Creating equity in science has a science all its own
Methodological References
Learning in the Wild
This paper examines the creation and negotiation of disciplinary culture, through ethnographic fieldwork about socialization in a critical learning environment: scientific fieldwork. Field-based science has received scant research attention relative to its importance as a degree requirement, a professional rite of passage, and a site where sexual harassment and assault are disturbingly commonplace. We conducted a comparative ethnographic case stu…
“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…
Getting started with culture change in science
Can professional societies contribute to systemic change? Sensegiving, sensemaking, and departmental transformation
Reconstructing PhD Admissions Through Organizational Learning
Characterizing Rhetorical Strategies in the Crisis Communications of Disciplinary Societies
Disciplinary societies have convening power and are well-positioned to influence culture within their fields. One way they do so is through statements issued following social crises. In this interpretive content analysis, we explored and categorized rhetorical strategies that six STEM disciplinary societies used in statements written in association with three major events: the COVID pandemic, Black Lives Matter movement, and US Supreme Court deci…
Negotiating Legal Compliance and Social Commitments in Graduate Admissions
This comparative organizational ethnography examines how two physical science PhD programs, operating under state affirmative action bans, navigate legal compliance while sustaining their commitments to diversity. Drawing on inhabited institutionalism and legal endogeneity, we show how, despite similar policy and disciplinary environments, each program interpreted the law differently and constructed distinctive admissions routines. One program br…
Sociology (16 obras) · Political science (15 obras) · Psychology (11 obras) · Higher education (9 obras) · Higher Education Research Studies (9 obras) · Pedagogy (9 obras) · Doctoral Education Challenges and Solutions (6 obras) · Law (6 obras) · Law (5 obras) · Social Psychology (5 obras)