Educational Administration and Higher Education

This study examined the contributions of graduate school preparation programs to the greater campus communities in which they are members. Using a snowball sample and semi-structured interview protocol, 20 directors and their staff were interviewed. The findings provide evidence that contradicts arguments that graduate school preparation programs serve only a small number of students and are too costly to run. Instead, the findings highlight the value of these programs to non-program participants, students, staff, and faculty, and the ways in which the programs serve and contribute to their institutions’ academic and diversity goals.

Using a conceptual framework drawn from contingent theory (Donaldson, 2001),
institutional change theory (Chang, 2002), and diversity leadership theory (Kezar, 2008),
this study used a comparative-case analysis to provide insight into how leaders of
graduate school preparation programs for STEM develop, manage, and sustain their
programs and how their particular institutional context shapes and constrains the
strategies they use to recruit and retain graduate students of color within STEM fields.

This article explains the important, albeit, unrecognized role of graduate school administrators in STEM education. In particular, it emphasizes the significance and importance of understanding the contribution these leaders make to increasing diversity in graduate STEM education and institutions of higher education.

This study sought to gain insight about the experience of multicultural administrators who oversee Bridge program designed to recruit and retain historically underrepresented students of color. The study was also designed to capture the experience of the multicultural administrator as well as what meaning they made of their role as a diversity leader, and the challenges they face as they try to meet diversity goals under the constraints of race-neutrality.

The diversity management literature is inconsistent regarding factors that affect job satisfaction of marginalized groups. We examine job satisfaction of LGBTs in the US federal workforce by following the path of the diversity management and job satisfaction research. We empirically test this relationship using the 2014 Federal Employee Viewpoint Survey employing confirmatory factor analysis and structural equal modelling. We find that increased perceptions of a culture of diversity contribute to LGBT employee perception of their skills being effectively utilized as well as employee job satisfaction. We also find that LGBT's perception of their skills directly contributes to job satisfaction. We conclude by offering policy implications for public managers to consider when developing diversity management strategies for marginalized groups. Résumé Quels sont les facteurs qui influencent la satisfaction au tra-vail des groupes marginalisés? À cette question, la littérature sur la gestion de la diversité propose des réponses variées. Dans cet article, nous examinons la satisfaction au travail des personnes LGBT dans l'effectif fédéral américain en suivant la piste des recherches sur la gestion de la diversité et la satisfaction au travail. Nous testons empiriquement la relation entre les deux concepts en nous appuyant sur le Federal Employee Viewpoint Survey réalisé en 2014, sur l'analyse factorielle confirmatoire et sur la modélisation égale structurale. Les résultats montrent que les perceptions accrues d'une culture de diversité contribuent non seulement à la perception que l'employé LBGT a de l'utilisation effective de ses compétences, mais aussi à sa satisfaction au travail. Par ailleurs, la perception qu'il a de ses compétences contribue directement à la satisfaction au travail. Nous concluons en proposant les aspects politiques que les gestionnaires publics doivent considérer pendant la mise sur pied de stratégies de gestion de la diversité en faveur des groupes marginalisés.

The following individuals reviewed articles for the JSSR in the period between August 1, 2011 and July 31, 2012. The asterisks (*) indicate someone who reviewed three or more times during this year. The previous editor, Marie Cornwall, and the new editorial staff, Laura Olson, Tobin Grant, and David Yamane, wish to thank these reviewers for their willingness to participate in the editorial process.