Deborah Faye Carter
Associate Professor of Education
Ph.D., Higher Education, University of Michigan
M.A., Higher Education, University of Michigan
B.A., Sociology and Psychology, University of California, Santa Cruz
Deborah Faye Carter is an Associate Professor of Higher Education in the School of Educational Studies at Claremont Graduate University. Dr. Carter has been a faculty member at CGU since the Summer, 2012. A California native, she received her Bachelor of Arts degree in Sociology and Psychology from the University of California, Santa Cruz. She received her master’s and doctoral degrees in Higher Education in the School of Education at the University of Michigan.
Soon after completing her doctoral degree, she was an assistant professor of higher education at Indiana University from 1997-2004 where she also was program chair of the Higher Education and Student Affairs program. In 2004, Dr. Carter moved to the University of Michigan where she was an associate professor in the Center for the Study of Higher and Postsecondary Education (CSHPE). She was Director of CSHPE from 2006-2009.
Among her honors, Dr. Carter won the Bobby Wright Dissertation of the Year Award in 1998 from the Association for the Study of Higher Education (ASHE) and she received the Harold Johnson Diversity Award in 2011 from the University of Michigan.
Deborah Carter has been a member of and/or chaired several committees in national organizations like the American Educational Research Association (AERA) and the Association for the Study of Higher Education (ASHE), American College Personnel Association (ACPA).
Dr. Carter’s areas of research include the impact of college on students, especially students of color and/or low-income students, students’ degree aspirations, students’ transition to college, and the effects of undergraduate research on students’ major choices and graduate school attendance.
• Access & Equity in Higher Education
• Impact of College on Students
• Race and Gender in Higher Education
• Carter, D.F., Locks, A.M., Winkle-Wagner, R. (2013). From when and where I enter: Theoretical and empirical considerations of minority students’ transition to college. In M. Paulsen (Ed.) Higher Education: A Handbook of Theory and Research, volume 28, pp. 93-149. London: Springer. doi:10.1007/978-94-007-5836-0_3
• Paulsen, M.B., St. John, E.P., and Carter, D.F. (2005). Race/Ethnicity and Postsecondary Opportunity: A Critical-Empirical Analysis of the Influence of College Costs. Journal of Higher Education, 76(5), 545-569.
• St. John, E.P., Hu, S., Simmons, A., Carter, D.F., & Weber, J. (2004). What difference does a major make? The influence of college major field on persistence by African American and White students. Research in Higher Education, 45(3), 209-232.
• Carter, D.F. (2002). College Students’ Degree Aspirations: A Theoretical Model and Literature Review With a Focus on African American and Latino Students. In J. Smart (Ed.) Higher Education: A Handbook of Theory and Research. Bronx, NY: Agathon Press.
• Carter, D.F. and Hurtado, S. (2007). Bridging Key Research Dilemmas: Quantitative Research Using a Critical Eye. In F.K. Stage (Ed.) Critical Examinations of Quantitative Research, New Directions for Institutional Research, Issue 133. San Francisco: Jossey-Bass, Inc.
• St. John, E.P., Carter, D.F., Chung, C-G., & Musoba, G.D. (2006). Diversity and persistence in Indiana higher education: The impact of preparation, major choices, and student aid. Readings on Equal Education, 21, pp. 359-407
• Carter, D.F. (Summer, 2006). Key issues in the persistence of underrepresented minority students. In E. P. St. John & M. Wilkerson (Eds.) Reframing persistence research to improve academic success, Number 130. San Francisco: Jossey-Bass, Inc.
• Carter, D.F. (1999). The impact of institutional choice and environments on African American and White students’ degree expectations. Research in Higher Education, 40(1), 17-41.
• Hurtado, S. & Carter, D.F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino students’ sense of belonging. Sociology of Education, 70(4), 324-345.
Recent Peer-Reviewed Research Presentations
• Carter, D.F., Posselt, J., Cardona, J., Fonseca-Bolorín, G. Alcott, B. “We don't want to lose that connection with the community”: Stereotype Management and Collectivism in the Career Choices of African American and Latina/o Students. Association for the Study of Higher Education (ASHE), November, 2012.
• Carter, D.F., Cardona, J., Posselt, J., Fonseca-Bolorín, G., Alcott, B. “It’s pushed me to help others”: The relationship of racial identities and students’ career choices. American Educational Research Association (AERA), April, 2012.
• Carter, D.F, McCallum, C., Posselt, J., Cardona, J., Fonseca-Bolorín, G. “’He was interested in me and my growth as a person’: Faculty-student mentoring relationships in undergraduate research settings”. American Educational Research Association (AERA), April, 2011.
• Carter, D.F., McCallum, C., Posselt, J., Fonseca-Bolorín, G., Cardona, J. Cognitive and non-cognitive learning in STEM fields: Linking coursework and undergraduate research. Association for the Study of Higher Education, November, 2010.
• Carter, D.F., Posselt, J., McCallum, C. “Science Sort of Started Moving Me”: The Links Between Socialization and Academic Self-Efficacy in Undergraduate Research. American Educational Research Association (AERA), Denver, CO: May, 2010.
• Carter, D.F., McCallum, C., Posselt, J. Undergraduate Research Experiences and Links to Career Aspirations and Plans. Association for Institutional Research (AIR), Atlanta, GA: June, 2009.
• Carter, D.F., Morrice, P., Posselt, J., McCallum, C. A Day in the Life of a Researcher: Undergraduate Research Programs and Student Subject Matter and Career Socialization. Sociology of Education Assocation (SEA), Monterey Bay, CA: February, 2009.