Educating Scholars: Doctoral Education in the Humanities

By Ronald G. Ehrenberg; Harriet Zuckerman et al. | Go to book overview

Index
Page numbers for entries occurring in figures are suffixed by an f; those for entries in notes, by an n; and those for entries in tables, by a t.
ABDs. See “all but dissertation”
academic employment: aspirations of doctoral students, 186, 263; by field, 189–90, 324t; by institution type, 201; of leavers, 183–84; non-tenure-track positions, 18, 189, 190–91, 190t, 266, 324t; predicted shortage of humanities doctorates, 4; quality of institutions, 199–200; six months after completion, 18, 187–89, 188t, 193–94, 324t, 325t; tenured positions, 197t, 202, 203t; three years after completion, 188t, 189, 190–91, 190t, 324t, 325t. See also faculty members; job market; publications, early-career; tenure-track positions
advancement to candidacy: attrition before and after, 173, 176; data on, 232, 242, 247; time-to-advancement to candidacy, 47–48, 48t, 53, 54t, 59–63, 60t. See also coursework period; stage
advising: attrition and, 12, 153, 256; changes in, 62, 81, 83–84, 241, 256; completion rates and, 151, 155; dissertation, 55, 62, 74, 75; impact of improving, 151, 153, 155, 256; importance of, 19, 62; issues with, 6, 12; publication rates and, 212, 213–14, 218–19, 328–29t; quality of, 146, 256; student perceptions of, 241
“advising” index, 144t, 146, 151
African-American students: in departments prior to GEI, 44; financial support, 125. See also race and ethnicity
ages: at first tenure-track appointment, 192, 192t; publication rates and, 212; at time of completion, 191, 192t
Alfred P. Sloan Foundation, 15
“all but dissertation” (ABDs), 18, 170
Allison, Paul, 261n
American Academy of Arts and Sciences, 3n
American Economic Association, 200n
American Historical Association, Committee on Graduate Education, 12, 154n, 200n, 251n
Andrew W. Mellon Foundation. See Mellon Foundation
anthropology departments: field work, 49, 86; impact of GEI in, 108, 312t, 314f. See also fields
art history departments: attrition rates in, 173, 173f; expectations, 49; financial support in, 125; impact of GEI in, 108, 312t, 314f; student-year cost in, 50–51, 50t. See also fields
assistantships: benefits of, 260; collecting data on, 245; impact of GEI, 131t, 132–33; proportion of students, 127; stipends for, 121–23, 122f; by year in program, 120–21, 121f, 122f, 260. See also research assistantships; teaching assistantships
Astin, Helen S., 200n
Atlantic Philanthropies, 14
Attiyeh, Gregory, 208, 209n
Attiyeh, Richard, 208, 209n
attrition: ambiguity of, 35, 234, 265; cumulative probabilities of, 149, 150t; cumulative probabilities predicted, 98–99, 100, 101f, 108, 134, 136–37t; distribution of, 98, 99f; faculty attitudes toward, 86, 227, 251; program characteristics and, 149, 150t, 153, 256; selective, 227; timing of, 17, 18, 96, 98, 225, 247, 251, 253, 267. See also early attrition; leavers; time-to-attrition
attrition causes: before and after advancement to candidacy, 175–76, 176f; career goal changes, 175–76, 265; by gender, 176, 177f; other than financial support, 135, 254–55; research on, 12–14; student reports of, 175–76, 176f; transfers to other PhD programs, 18, 234n

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