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Graduate Education and Social Stratification.

ABSTRACT: Graduate and professional education play an increasingly important role in economic inequality and elite formation in the United States, but sociologists have not subjected stratification in and through graduate education to the same level of scrutiny recently applied to undergraduate and sub-baccalaureate education. In this review, we discuss how prominent stratification theories might be extended to studies of the role of graduate and professional education, and we review research about stratification at junctures along student pathways into and through postbaccalaureate education to the labor market. Especially in doctoral and professional education, we find persistent stratification, including pronounced educational inheritance and disparities in participation and degree attainment by race/ethnicity and gender. We propose future directions for inquiry, highlighting unanswered questions and conceptual issues concerning how the field of and pathways through postbaccalaureate education contribute to social stratification.

SUBMITTER: Posselt JR

PROVIDER: S-EPMC6335048 | biostudies-literature | 2017 Jul

REPOSITORIES: biostudies-literature

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Graduate Education and Social Stratification.

Posselt Julie R JR Grodsky Eric E

Annual review of sociology 20170503

Graduate and professional education play an increasingly important role in economic inequality and elite formation in the United States, but sociologists have not subjected stratification in and through graduate education to the same level of scrutiny recently applied to undergraduate and sub-baccalaureate education. In this review, we discuss how prominent stratification theories might be extended to studies of the role of graduate and professional education, and we review research about strati ...[more]

PMID: 30662143

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Measuring Graduate Medical Education Outcomes to Honor the Social Contract.

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Wikis: Using Collaborative Platforms in Graduate Medical Education.

Project description: Not available

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Cultural competency training requirements in graduate medical education.

Project description:BACKGROUND: Cultural competency is an important skill that prepares physicians to care for patients from diverse backgrounds. OBJECTIVE: We reviewed Accreditation Council for Graduate Medical Education (ACGME) program requirements and relevant documents from the ACGME website to evaluate competency requirements across specialties. METHODS: The program requirements for each specialty and its subspecialties were reviewed from December 2011 through February 2012. The review focused on the 3 competency domains relevant to culturally competent care: professionalism, interpersonal and communication skills, and patient care. Specialty and subspecialty requirements were assigned a score between 0 and 3 (from least specific to most specific). Given the lack of a standardized cultural competence rating system, the scoring was based on explicit mention of specific keywords. RESULTS: A majority of program requirements fell into the low- or no-specificity score (1 or 0). This included 21 core specialties (leading to primary board certification) program requirements (78%) and 101 subspecialty program requirements (79%). For all specialties, cultural competency elements did not gravitate toward any particular competency domain. Four of 5 primary care program requirements (pediatrics, obstetrics-gynecology, family medicine, and psychiatry) acquired the high-specificity score of 3, in comparison to only 1 of 22 specialty care program requirements (physical medicine and rehabilitation). CONCLUSIONS: The degree of specificity, as judged by use of keywords in 3 competency domains, in ACGME requirements regarding cultural competency is highly variable across specialties and subspecialties. Greater specificity in requirements is expected to benefit the acquisition of cultural competency in residents, but this has not been empirically tested.

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