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Participating in Summer Undergraduate Research Programs Demystifies Graduate School Applications

Guardado en:
Publicado en:Scholarship and Practice of Undergraduate Research vol. 9, no. 1 (Fall 2025), p. 36-47
Autor principal: Avondet, Callie L
Otros Autores: Chavez, Yolanda, Collins, Timothy W, Armendariz, Sergio, Grineski, Sara E, Morales, Danielle X
Publicado:
Council on Undergraduate Research
Materias:
National Science Foundation
Enrollments
Mentors
Court decisions
Curricula
Socialization
STEM education
Skills
Terminology
Graduate studies
College students
Non-binary gender
Women
Qualitative research
Graduate students
Education
Summer Programs
Undergraduate Students
Self Efficacy
Enrollment
Educational Technology
Interviews
Doctoral Degrees
Jargon
College Applicants
Decision Making
Program Evaluation
Student Improvement
Student Surveys
Ethnic Groups
Graduate Study
Student Participation
Women Scientists
Hidden Curriculum
Minority Groups
Educational Experience
Engineering Education
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Resumen:While quantitative research has revealed that undergraduate research experiences are closing graduate school matriculation gaps for underrepresented students, little is known about how they are doing this. This study explores this through two in-depth interviews with 12 students who attended a National Science Foundation Research Experiences for Undergraduates (REU) Site in summer 2022 and were enrolled in graduate school as of fall 2023. Ten reported an underrepresented identity. Via mostly informal interactions with faculty and graduate student mentors and program directors, students learned whether graduate school was for them, how to apply, how to identify schools, and more about their own research interests. Findings demonstrate that REU Sites, specifically through informal interactions, play an important role in transmitting the hidden curriculum to undergraduate students interested in postgraduate education.
ISSN:2476-101X
DOI:10.18833/spur/9/1/7
Fuente:Education Database