Beyond a Bachelor’s

Abstract

Advancing the education of Blacks is of paramount importance. Black students are underrepresented in graduate degrees in Science Technology, Engineering, and Math (STEM) fields. Much attention has been paid to undergraduate retention but very little to graduate degree preparation, a requirement in many professional fields. Given the popularity of the field of psychology, the most popular undergraduate major, and the underrepresentation of people of color in graduate programs, we present a case study of a universitysponsored graduate bridge program, EMERGE. We highlight essential program components including university buy-in, economic considerations, program leadership, mentorship, cultural engagement, and academic preparedness. The implementation of these elements in to the EMERGE program are discussed as well as its demonstrated effectiveness in increasing application competitiveness and doctoral admissions. The program can serve as a model bridge program for all fields of post-baccalaureate education.

Differences in support within the social science graduate admissions pipeline

“…Specific to preparation for graduate study, scholars have frequently published program analyses and evaluations of graduate preparation programs. For example, programs such as EMERGE and Getting into Graduate School have been successful in mentoring students into graduate study by decreasing unknowns surrounding academic graduate study, essentially promoting the accumulation of social capital around the process (Meza et al , 2018; Peteet and Lige, 2016). Effective mentorship, then, is key to diversifying the graduate admissions pipeline.…”

Doctoral Degree Attainment From Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study

“…Indeed, even when controlling for other demographic variables and educational attainment, first-generation students enroll in graduate school less frequently than their continuing education peers (Carlton, 2015;Engle, 2007) because students face difficulties applying to graduate school, transitioning from undergraduate to graduate education, and having the academic preparation to succeed once there (Lunceford, 2011). Thus, programs like the McNair Scholars Program and other programs that focus on providing students from first-generation and low-income backgrounds skills and information about how graduate systems and higher education operate can serve to effectively reduce the disparities in graduate degree attainment (Engle, 2007;Peteet & Lige, 2016).…”

A Systematized Literature Review of the Factors that Predict the Retention of Racially Minoritized Students in STEM Graduate Degree Programs

“…Graduate students cannot progress through their respective programs without the constant support of their advisor. This type of mentorship extends past academic concerns and generates opportunities for personal and professional development [25]. This relationship is crucial to their success and should be a very close, tight-knit bond between the student and the advisor, but this is not always the case [12].…”

“…However, based on the articles reviewed, establishing cultural comfort to promote a sense of belonging served as a positive influencer of URM graduate student retention. Departments that provided application support [14], social support [21], financial support [18], and cultural engagement activities [25].…”

“…Peer interactions and orientation also served as ways to establish cultural comfort because they allowed students the opportunity to develop a supportive community that cares about their wellbeing and professional growth [12]. Cultural engagement activities served as another effective way to establish cultural comfort; these activities included service learning, career shadowing, professional seminars, and the promotion of diversity [25].…”