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ERIC Number: EJ817011
Record Type: Journal
Publication Date: 2008-Dec
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0146-3934
An Assessment of Barriers and Strategies for Recruitment and Retention of a Diverse Graduate Student Population
Quarterman, Jerome
College Student Journal, v42 n4 p947-967 Dec 2008
The purpose of this exploratory qualitative investigation was to: a) describe the barriers of recruitment and retention of diverse graduate student population at one of the predominantly white universities (PWUs) in the Midwestern US as perceived by the program coordinators and directors and b) identify successful strategies for improving the recruitment and retention as perceived by such administrators. Of 100 administrators surveyed, 51 (51.0%) responded, the most dominant themes to emerge as barriers to recruitment were the need for planned recruitment and retention programs, the lack of financial resources and an insufficient pool of eligible students. The most dominant themes to emerge as strategies for recruitment were facilitating personal contact through visits, the need for recruitment fairs and career days at HBCUs and availability of financial resources. The students' feeling of alienation, isolation, and loneliness, and the perceptions of a non-supportive environment emerged as the most dominant barriers for the retention of a diverse student population. And finally, the most prevalent themes to emerge as strategies for retention of a diverse graduate student population were the availability of faculty to serve as role models and mentors, adequate financial resources, and ways to ensure that such students attain mastery of rudimentary subject matter. The findings of this investigation have implications for graduate faculty and administrators who seek to better understand the barriers and strategies of recruitment and retention of a diverse graduate student population at PWUs. (Contains 4 tables, 3 figures, and 4 exhibits.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A