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Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping

reviewed by R. Jason Lynch & Monica C. Esqueda - March 09, 2017

coverTitle: Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping
Author(s): Julie R. Posselt
Publisher: Harvard University Press, Cambridge
ISBN: 0674088697, Pages: 272, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: March 09, 2017
https://www.tcrecord.org ID Number: 21863, Date Accessed: 6/23/2021 9:49:40 AM

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About the Author
  • R. Jason Lynch
    Old Dominion University
    E-mail Author
    R. JASON LYNCH is a doctoral candidate in the Higher Education program at Old Dominion University, where he serves as a Graduate Research Assistant to Dr. Monica Esqueda. His dissertation research focuses on the impact of trauma in higher education environments, as well as rural contexts in diversity research. His recent scholarship includes a publication regarding new forms of assessing undergraduate attitudes towards diversity, as well as the impact of faculty interactions on international student outcomes. Currently, he is working on several collaborative projects using large datasets to analyze the impact of rurality on various educational outcomes for LGBT youth in high school.
  • Monica Esqueda
    Old Dominion University
    E-mail Author
    MONICA C. ESQUEDA is Assistant Professor of Higher Education in the Darden School of Education at Old Dominion University. Her scholarship investigates the conditions and contexts that promote access, retention, wellbeing, and success for underserved student populations within and across secondary and postsecondary environments. Her interests also include the preparation and training of graduate students in education and health and human services who provide support to underserved communities. Dr. Esqueda’s recent publications include book chapters and published articles centering outcomes and experiences of military-connected students and student veterans. Her current projects include collaborative projects regarding LGBT youth outcomes in rural contexts, as well as analyzing curricular impacts of graduate preparation programs on first-year professional outcomes.
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