02/14/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Alyssa F. Orlando “Between Decision-Making and Potential Bias: A Mixed-Methods Exploration of Holistic Master's Admission.”

Candidate: Alyssa F. Orlando
Degree: Doctoral- Leadership in Education
Defense Date: Tuesday, Feb. 27, 2024
Time: 10 a.m.
Location: Remote via Zoom
Thesis/Dissertation Title: "Between Decision-Making and Potential Bias: A Mixed-Methods Exploration of Holistic Master's Admission”

Dissertation Committee

  • Dissertation Chair: A.J. Angulo, Ed.D., Professor of Education, College of Fine Arts, Humanities & Social Sciences, University of Massachusetts Lowell
  • Committee Member: Hilary Lustick, Ph.D., Assistant Professor of Curriculum and Instruction, College of Fine Arts, Humanities & Social Sciences, University of Massachusetts Lowell
  • Committee Member: Joseph Paris, Ed.D., Adjunct Associate Professor, College of Education and Human Development, Temple University

Abstract
Existing literature finds that holistic admission practices may result in biased decision-making at the undergraduate and doctoral level. This decision-making may happen during the application review or policymaking process. Few studies directly examine master’s admission processes as a unique entity. Additionally, researchers have not yet considered the connections between critical methodologies and the decision-making practice of master’s admission offices. This study relies on an author-created conceptual framework of biased admission decision-making grounded in critical race theory. Through a mixed-methods survey distributed to 43 respondents from four national higher education professional organizations and four semi-structured interviews, results indicate that minimizing bias may not be first priority during decision-making processes. Findings from this study suggest that admission professionals are not focused on minimizing bias as a function of their work, unless the topic is regularly and consistently brought to the table as a strategic goal. This study concludes with avenues for future research, along with recommendations for admission professionals looking to bridge the gap between surface-level cycle assessment and a purposeful redesign of an evaluation process.