Dorian L. McCoy

TL;DR: The authors examined the effect of race-neutral, color-blind language on students' perceptions of their academic abilities and potential to achieve success in STEM disciplines and in graduate education, and found that white faculty members often engage with students from a "colorblind perspective" and used race neutral, colorblind language to describe their students as inferior, less prepared, and less interested in pursuing research and graduate studies.

TL;DR: The transition to college is both challenging and stressful for students (Hill & Magolda, 2008); however, this transition is even more daunting for students of color and first-generation students.

TL;DR: A qualitative exploration of diversity experiences among undergraduate and graduate students and faculty in STEM disciplines at a predominantly white institution (PWI) and a historically Black college or university (HBCU) in a Mid-Atlantic state finds that the level of diversity and inclusiveness may matter to how Students of Color experience inclusion in their academic programs as discussed by the authors.

TL;DR: In this paper, the role of humanities graduate preparation programs in facilitating underrepresented undergraduate students' socialization to the field (social context) of graduate education is examined, and the authors examine the role that humanities programs play in facilitating the socialization of underrepresented students.

TL;DR: This paper examined the mentoring experiences among students of color majoring in science, technology, engineering and mathematics (STEM) disciplines at both a predominantly white institution and a historically Black institution.