In an effort to increase participation and success of underrepresented groups in graduate education, CGS strives to ensure that inclusiveness is advanced across all CGS programs and activities. The programs and publications listed below have a specific focus on issues of diversity and inclusiveness.
The National Science Foundation’s Alliances for Graduate Education and the Professoriate (AGEP) program aims to address this problem by providing supports that can help underrepresented minorities complete their doctoral studies and find employment as faculty at American institutions of higher education. Evaluations of the AGEP program indicate that the numbers of underrepresented minority students enrolling in STEM doctoral programs have increased over time, but the research conducted to date has not tied the activities and initiatives of the AGEP institutions to student success, particularly completion rates.
The Ronald E. McNair Postbaccalaureate Achievement Program prepares low-income, first-generation in college, and minority students to pursue doctoral degrees and careers in college teaching.
The underrepresentation of women and minority graduates at all education levels are among some growing concerns over workforce issues that relate to the vitality and competitiveness of the U.S. economy. Improving completion rates for all doctoral students, and particularly for those from underrepresented groups, is vital to meeting our nation's present and future workforce needs. The Ph.D. Completion Project is a seven-year, grant-funded project that addresses the issues surrounding Ph.D. completion and attrition, including issues faced by underrepresented students.
This program recognizes promising efforts in initiating or scaling up innovations in graduate education that occur from admission through successful completion of a degree program. It is designed to link innovative admissions practices with other institutional practices including, but not limited to, mentoring, support programs, intellectual enrichment, and social support, that will improve student success once students are enrolled in their graduate programs. This award program is especially interested in encouraging innovations that promise to improve the success of a diverse and inclusive student population.
This report highlights programs that been able to successfully enhance diversity and inclusiveness in graduate education, including policy recommendations aimed at identifying and cultivating talent from traditionally underrepresented groups.
This statement of principles outlines the Council's position on values and practices that are essetial to building an inclusive graduate community.
The CGS Occasional Paper Series includes case studies highlighting the achievements, best practices, and lessons learned of CGS awardees and grant recipients in ensuring success in graduate education, focusing specifically on inclusiveness and diversity in graduate education.
As the national advocate for graduate education, CGS serves as a resource for policymakers and others on issues concerning graduate education, research, and scholarship. Based in Washington, DC, the organization provides its members with regular updates and analyses of legislative and regulatory proposals and policies that affect graduate education.
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