Our analysis also provided some more specific results about the experiences of Hispanic students in relation to those of White students:
• • •
Hispanic students took longer to complete their degrees (Table 39). Hispanic students were more likely to drop out of their graduate program (Table 40). Hispanic students who dropped out of their programs did so earlier (Table 40).
These patterns were consistent regardless of the student’s academic field. Our analysis suggests that a primary reason for Hispanic students’ slower progress is their lower grades. Hispanic students’ lower grades may relate to poorer academic preparation (they also enter graduate school with lower GRE scores than White students) or may relate to the classroom environment at UT (Table 58). Whatever the cause, enhanced academic support may improve the performance of Hispanic students. While students of color and women face different obstacles, the experiences of both groups suggest that some aspects of the graduate school climate may be less welcoming for students of color than for white students. Like women, people of color are underrepresented in university leadership positions, and this lack of representation may affect the everyday lives of students of color.
RECOMMENDATIONS TO SUPPORT A DIVERSE GRADUATE STUDENT BODY Increase the diversity of the university’s leadership. In 2008, the Gender Equity Task Force Report made this recommendation: “Create best-practice models for the selection of deans and chairs in a gender-equitable fashion and adopt this model campus wide, with the goal of increasing the proportion of women who serve in such positions, particularly in schools and colleges in which women are underrepresented on the T/TT faculty. The proportion of women in administrative positions in each school and college should be part of the gender equity evaluation for each school and college, and for the University as a whole.” (Recommendation Four, p. 7) We recommend the same course of action. To more successfully support the university’s diverse student body, we also recommend expanding these models to include increasing the numbers of other members of underrepresented populations in leadership positions. Increase funding and support for diversity recruiting. Create academic support services for minority students (particularly Hispanic students). Enhance university policies to support families and diversity.
• • •
Enhance family-friendly policies. Enact domestic partner benefits. Increase the capacity of the Child Development Center.
REPORT OF THE UNIVERSITY OF TEXAS AT AUSTIN GRADUATE SCHOOL CLIMATE STUDY
52