Faculty

PhD bridge programmes as engines for access, diversity and inclusion

Abstract

The lack of diversity in physics and astronomy PhD programmes is well known but has not improved despite decades of efforts. PhD bridge programmes provide an asset-based model to help overcome the societal and disciplinary obstacles to improving access and inclusion for students from underrepresented groups and are beginning to show some success. We describe several well-known PhD bridge programmes in the United States and discuss lessons learned from their experiences.

Response to comment on “Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion”

Abstract

We provide statistical measures and additional analyses showing that our original analyses were sound. We use a generalized linear mixed model to account for program-to-program differences with program as a random effect without stratifying with tier and found the GRE-P (Graduate Record Examination physics test) effect is not different from our previous findings, thereby alleviating concern of collider bias. Variance inflation factors for each variable were low, showing that multicollinearity was not a concern.

IGEN News Spring 2020

Our IGEN Project Quarterly Newsletter highlights the work being done by our alliance members and partners.

 

Featured in this issue:

  • Supporting Graduate Student Well-Being
  • IGEN Bridge Application 
  • Partner Updates
  • Equity in Graduate Admissions

 

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