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Supporting students from underrepresented minority backgrounds in graduate school: A mixed-methods formative study to inform post-baccalaureate design

Authors :
Jessica B. Sperling
Noelle E. Wyman Roth
Whitney E. Welsh
Allison T. McElvaine
Sallie R. Permar
Rasheed A. Gbadegesin
Source :
Journal of Clinical and Translational Science, Vol 8 (2024)
Publication Year :
2024
Publisher :
Cambridge University Press, 2024.

Abstract

The US biomedical research workforce suffers from systemic barriers causing insufficient diversity and perpetuating inequity. To inform programming enhancing graduate program access, we implemented a formative mixed-method study to identify needed supports for program applications and graduate program success. Overall, results indicate value in added supports for understanding application needs, network development, critical thinking, time management, and reading academic/scientific literature. We find selected differences for underrepresented minority (URM) students compared to others, including in the value of psychosocial supports. This work can inform broader efforts to enhance graduate school access and provides foundation for further understanding of URM students’ experiences.

Details

Language :
English
ISSN :
20598661
Volume :
8
Database :
Directory of Open Access Journals
Journal :
Journal of Clinical and Translational Science
Publication Type :
Academic Journal
Accession number :
edsdoj.f78625dbc8d45f0abab182a4bcd0ce8
Document Type :
article
Full Text :
https://doi.org/10.1017/cts.2024.590