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    References
    References

    Bailey, D.F. (2003). Preparing African American males for postsecondary options. The Journal of Men’s Studies, 12(1), 15.

     

    Council of Graduate Schools. (2007). Broadening Participation in Graduate Education. Retrieved May 10, 2010, https://netforum.avectra.com/eweb/shopping/shopping.aspx?site=cgs&prd_key=132ccb41-d50c-4c68-a8d2-5034a15c8528.

     

    Frase, M. J. (2008). Women and underrepresented minorities in S & E fields. Unpublished manuscript.

     

    Gose, B. (2007, September, 27). The professoriate is increasingly divers, but that didn’t happen by accident. The Chronicle of Higher Education, p. B2.

     

    Herzig, A. H. (2004). Becoming mathematicians: women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, 74, 171-214.

     

    Locke, D.C. (1999). Getting African American male students on track. In L. E. Davis (Ed.), Working with African American males: A guide to practice (pp. 145- 162). Thousand Oaks, CA: Sage.

     

    Maton, K. I., & Hrabowski, F. A. (2004). Increasing the number of African American PhDs in the sciences and engineering. American Psychologist, 59, 547-556.

     

    McAfee, L. C., & Ferguson, D. L. (2006). Status and experiences of minority doctoral students in science, technology, engineering, and mathematics disciplines. Paper presented at the meeting of the 9th International Conference on Engineering Education, San Juan, PR.

     

    McAfee, L. C., & Ferguson, D. L. (2006). Work in progress: status and experiences of minority
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    Nettles, M., & Millett, C. M. (2006). Three magic letters. College park, MD: University Press.

     

    Pluviose, D. (2006). Black, Hispanic male crisis focus of higher ed summit. (Black, Brown, and College bound: A summit on African American & Hispanic males meeting the challenge of higher education). Diverse Issues in Higher Education, 22, 22-24.

     

    Rennie, D.L., & Brewer, L. (1987). A grounded theory of thesis blocking. Teaching of Psychology, 14(1), 10-15.

     

    Schwartz, R. A., Bower, B. L., Rice, D. C., & Washington, C. M. (2003). “Aint I a woman, too?:” tracing the experiences of African American women in graduate school. Journal of Negro Education, 72, 252-268.

     

    Tennessee Board of Regents. (n.d.). 2001 Geier v. Sundquist consent decree commitments. Retrieved December 13, 2008, from: http://www.tbr.state.tn.us/offices/accessanddiversity.aspx?id=268&terms=geier+consent.

     

    Summary         Contact Information

     

    CGS is the leading source of information, data analysis, and trends in graduate education. Our benchmarking data help member institutions to assess performance in key areas, make informed decisions, and develop plans that are suited to their goals.
    CGS Best Practice initiatives address common challenges in graduate education by supporting institutional innovations and sharing effective practices with the graduate community. Our programs have provided millions of dollars of support for improvement and innovation projects at member institutions.
    As the national voice for graduate education, CGS serves as a resource on issues regarding graduate education, research, and scholarship. CGS collaborates with other national stakeholders to advance the graduate education community in the policy and advocacy arenas.  
    CGS is an authority on global trends in graduate education and a leader in the international graduate community. Our resources and meetings on global issues help members internationalize their campuses, develop sustainable collaborations, and prepare their students for a global future.