CHOOSING A MENTOR AND OTHER LESSONS OF THE HIDDEN CURRICULUM OF GRADUATE SCHOOL

Journey to the Ph.D.: How to Navigate the Process as African Americans

Volumn , Issue , 2023, Pages 210-222

  Duckworth Warner, Tamara ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85173331425     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781003445494-17     Document Type: Chapter

References (8)

1. Gainen, J., & Boice, R. (Eds.). (1993). Building a diverse faculty. San Francisco:Jossey-Bass.
2. Herrnstein, R., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
3. Margolis, E. (Ed.). (2001). The hidden curriculum in higher education. New York: Routledge.
4. Margolis, E., & Romero, M. (1998). “The department is very male, very white, very old, and very conservative”: The functioning of the hidden curriculum in graduate sociology departments. Harvard Educational Review, 68(1), 1-32.
5. Morley, L., & Walsh, V. (Eds.). (1995). Feminist academics: Creative agents for change. Bristol, PA: Taylor & Francis.
6. Portelli, J. P. (1993). Exposing the hidden curriculum. Journal of Curriculum Studies, 25(4), 343-358.
7. Snyder, B. R. (1970). The hidden curriculum. New York: Knopf.
8. Sullivan, T. A. (1991). Making the graduate curriculum explicit. Teaching Sociology, 19, 408-413.