Entering the Workforce or Going to Graduate School: Themes in Psychology Alumni Decision Making

Strapp, Chehalis M.; Bredimus, Kyla; Wright, Tashawna; Cochrane, Rochelle; Fields, Elizabeth

doi:10.1177/0098628320977770

Cited by 3 publications

(3 citation statements)

References 38 publications

(75 reference statements)

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“…We encourage psychology faculty to be sensitive to the lived experiences of their students (Strapp et al, 2021; Williams, 2015). Educational costs, debt, and low starting salaries make graduate school out of reach for many students (Doran, Reid Marks, et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Barriers and supports related to psychology alumni career development.

Strapp,

Gallagher,

Jefferson

et al. 2023

Scholarship of Teaching and Learning in Psychology

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with first-generation students majoring in psychology more than in the past (Trejo, 2016). As career advising becomes increasingly important, consideration of barriers and supports related to psychology career development merits examination. The present study examined 60 psychology alumni, including 40 women and 20 men (M age = 31.58 years, SD = 5.74) of which 24 identified as first generation (FG), whereas 36 were continuing generation (CG). Alumni participated in semistructured interviews related to barriers and supports in career development. Using consensual qualitative research methods (CQR, Hill et al., 1997), several themes emerged. Alumni described financial, educational, and experiencerelated barriers as common concerns. Alumni noted high levels of social support. FG and CG alumni experienced similar barriers and supports, with variations related to costs of education, credentials, and how social support was provided. Implications for career advising curriculum sensitive to barriers and supports are discussed.

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Section: Discussionmentioning

confidence: 99%

Barriers and supports related to psychology alumni career development.

Strapp,

Gallagher,

Jefferson

et al. 2023

Scholarship of Teaching and Learning in Psychology

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show abstract

“…From designing complex counterbalancing, to collecting computer-based data in rural Africa, OSS was essential to accomplishing research goals and instructing users. With the breadth of options available to students possessing the skill set a psychology degree confers, the addition of these skills may launch them toward Silicon Valley (Strapp et al, 2021) or into industry.…”

Section: The Benefits and Consequences Of Creating Your Own Systemmentioning

confidence: 99%

Construction of a Research Requirement Participant Pool Using Open-Source Software

Westfall

Hill

2022

Teaching of Psychology

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Introduction Recruiting undergraduate students to participate in research has long been an established practice within psychology. Although this data source has weaknesses, this involvement in the research process has considerable pedagogical value in teaching students research methodology. Statement of the Problem Most common software packages used to manage participant pools tend to be expensive, to the extent that it prohibits access for small institutions and departments. Literature Review Highlighting the problem, we cite research related to using undergraduates as participants, pedagogical value of these experiences, and current trends in software distribution. We then provide evidence of successful implementation of open-source software (OSS) in educational settings, and conclude with OSS options capable of addressing the problem of access. Teaching Implications By providing students research experiences, both as a researcher and as a participant, we enhance their understanding of this process. Secondary to this, we can foster within them a skill set that is valuable to disciplines outside of academia. Conclusion The implementation of an OSS system to manage research participants provides a cost-effective means to expand the learning and research opportunities of available to students.

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“…This transition is often supported and promoted in communities by high school guidance counselors, family discussions, and so on. However, some younger students often know less about the process in transitioning from an undergraduate institution to graduate-level work; this can be especially true for first-generation students (Strapp et al, 2020). Understanding how undergraduate psychology majors think about the graduate admissions process is valuable (Sanders & Landrum, 2012), and understanding how graduate admissions committees operate so that students applying for admission can optimize their chances for successful entrance are important goals.…”

mentioning

confidence: 99%

Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors

Landrum

Alvarez

Jones

et al. 2022

Teaching of Psychology

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Background Graduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply. Objective Our present work was a partial replication and extension of Appleby and Appleby (2006). We added closed- and open-ended questions regarding social media to gauge how graduate admissions committees utilize social media to evaluate applicants. Method We asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate). Results We examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors. Conclusion Poorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex. Teaching Implications Mentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid.

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Entering the Workforce or Going to Graduate School: Themes in Psychology Alumni Decision Making

Cited by 3 publications

References 38 publications

Barriers and supports related to psychology alumni career development.

Barriers and supports related to psychology alumni career development.

Construction of a Research Requirement Participant Pool Using Open-Source Software

Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors

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