Abstract

Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate and professional education as well as identify candidates more likely to succeed in graduate and professional school. Research on one such assessment, the ETS Personal Potential Index (PPI), showed that the PPI produced much smaller racial/ethnic-gender group mean score differences than undergraduate grade point average (UGPA) and the Graduate Record Examinations (GRE) did. Across levels of institutional selectivity, the PPI can promote racial/ethnic and gender diversity in graduate and professional school in ways that UGPA and GRE scores do not. Predictive validity analyses showed that for doctoral STEM programs the PPI dimensions of (1) Planning and Organization and (2) Communication Skills positively predict school grade point average as well as a lower risk of academic probation, a determinant of degree progress, both alone and incrementally over UGPA and GRE scores.

Supplemental data for this article is available online at https://doi.org/10.1080/15305058.2021.2019748 .

摘要

在招生中考虑社会情感技能可能会增加少数族裔和女性在研究生和专业教育中的代表性，并确定更有可能在研究生和专业学校取得成功的候选人。对一项此类评估的研究，即 ETS 个人潜力指数 (PPI)，表明 PPI 产生的种族/民族-性别群体平均得分差异比本科平均绩点 (UGPA) 和研究生入学考试 (GRE) 产生的差异小得多。在不同的机构选择性层面，PPI 可以促进研究生和专业学校的种族/民族和性别多样性，而 UGPA 和 GRE 成绩却没有。

本文的补充数据可在 https://doi.org/10.1080/15305058.2021.2019748 在线获取。