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 university-sponsored 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.

Keywords

graduate education intervention minority STEM psychology STEM graduate research doctoral education

Blacks are underrepresented in Science, Technology, Engineering, and Math (STEM) doctoral programs nationwide. In 2013, 27% of doctorates in psychology were granted to people of color (National Science Foundation [NSF], 2013). Blacks earned 6.5% of those doctorates, while representing 13.1% of the general population (American Psychological Association [APA], 2008; The Journal of Blacks in Higher Education [JBHE], 2006; NSF, 2013). Psychology, though a newly minted STEM field, is the most popular career path in the sciences. Despite the popularity of psychology, many other STEM fields provide immediate post-baccalaureate employment opportunities. Psychology is unique in that graduate training is required for employment in most aspects of the field. Career opportunities at the bachelor’s level in psychology are virtually obsolete (Bureau of Labor Statistics, U.S. Department of Labor, 2010-2011). Moreover, admissions rates are much higher in other graduate programs at 25% in comparison with psychology at 5% (University of Cincinnati, 2014).

Psychology is also expected to experience faster employment growth over the next five to seven years (Bureau of Labor Statistics, U.S. Department of Labor, 2010-2011). Despite the progress of nearly doubling graduation rates since the late 1980s (JBHE, 2006), the evidence suggests that the education pipeline in psychology is clogged for Blacks and further growth is needed. While interventions range from mentoring to financial, few studies examine the content of these programs or measure the outcomes (Fox, Sonnert, & Nikiforava, 2009). Even fewer investigations delineate how to increase students’ cultural capital.

Bourdieu (1973) proposed that cultural capital denotes social assets acquired in childhood that often affect social mobility and are derived from parents, peers, and other social environments. This form of social capital can include education, knowledge, style of speech, and other specialized skills that may be profitable or detrimental to students in terms of teacher-student interactions, recommendations, and career opportunities. Cultural capital is environmentally based, and many people of color may not have sufficient access to these informal training opportunities. These students may be socialized to have lower academic aspirations and career expectations (Bourdieu, 1984). The hidden rules of admission into alternative social groups must be delineated. Cultural capital is attained by knowledge of how systems operate (e.g., universities), dynamic relationships with others (e.g., mentoring), and creating a sense of belonging (e.g., cultural engagement; Case, 2007; Gavala & Flett, 2005). Intervention programs that target academic preparation in addition to building cultural capital are critical to increasing the diversity of future STEM scientists. Economic considerations for programs and their participants are discussed along with the significance of effective program oversight.

The present article aims to outline the state of Blacks in post-secondary education with particular emphasis in the field of psychology. We focus on psychology given its popularity as an undergraduate STEM major, but also because it requires advanced education attainment for viable career options and therefore poses unique challenges. We delineate key areas for designing effective programming including, university systems, financial concerns, program oversight, mentorship, and facilitating engagement. Finally, we discuss the components of EMERGE at the University of Cincinnati (UC) and offer guidance on implementation. EMERGE is a post-baccalaureate bridge program that demonstrated effectiveness as a short-term intervention strategy and can be replicated across subject areas and institutions.

Blacks in Higher Education

Black students face unique challenges in pursuing advanced degrees. Many students of color are the first in their families to attend college at the undergraduate level and even fewer have parents who attained terminal and professional degrees (Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). Black students are also less likely to engage with faculty outside the classroom (Allen, 1992) such as in research which is a critical infrastructure in enhancing academic competitiveness. The Graduate Record Examination (GRE) is also commonly a component of admissions standards despite the limitations in predicting achievement beyond grade point average (GPA) in graduate school (Sampson & Boyer, 2001; Sternberg & Williams, 1997). It is also limited in that students of color tend to score lower on this standardized exam (Whitworth & Barrientos, 1990). Chandler (2011) wrote that, despite four decades of dialogue, little has been done to delineate specific and “consumable” strategies for intervention. Moreover, the theoretical underpinnings for students of color recruitment and retention have not typically incorporated the perspectives of diverse students and professionals.

While there are some long-standing programs, many graduate preparation initiatives have recently sprung up around the country. For example, the Ronald E. McNair Post-Baccalaureate Achievement Program has a long-standing tradition of providing preparation for low-income, first generation, or students of color. The program is long-term and receives federal funding. At the other end of the spectrum are short programs ranging from 1½ days to summer-long interventions (Price, Rosypal, Kern, & Powell, 2008; Prentice-Dunn & Roberts, 1985). While the contents of these programs are often delineated on informative websites, little empirical evidence of program effectiveness is provided in the literature. Also, several limitations have been noted in the prior work including a lack of discipline-specific training, limited representation of faculty and students of color, issues with sustainability of funding, and a requirement of full summer commitment for participants and faculty. Other interventions range from university-based “diversification” weekends to recruitment fairs at national programs such as the Council of University Directors of Clinical Psychology (CUDCP). Although these opportunities likely widen the net of prospective doctoral program applicants, there are several limitations. These approaches take a reactive rather than a proactive approach, where a solution is pursued after a problem has occurred. While piquing interest is important, simply increasing the number of applicants has no direct effect on the application quality. In addition, it is normally only the most highly qualified prospects who are invited to such events.

The academic rigors of graduate school are often highlighted in educational intervention programs, but for Black students, social factors are often an additional barrier. For diverse students, engagement is critical for cultural adjustment and improves student’s academic satisfaction (Harper, 2008). Okoye-Johnson (2011) noted that multicultural enrichment enhances the academic achievements of all students. Traditionally, programs do not prepare students for these types of obstacles. Cultural diversity experiences are invaluable additions to traditional academic preparation programs, especially given the underrepresentation in the sciences.

Blacks in Psychology

Increasing the representation of people of color in all STEM areas is an important endeavor, but increasing diversity in psychology has fairly direct implications for ameliorating health disparities. The National Institute of Mental Health (NIMH) prioritizes training a diverse scientific workforce to increase research on mental disorders in diverse populations and to reduce health disparities. They further highlight the need for strategies to ameliorate obstacles for people of color at various stages of the career continuum in order to meet this goal (Insel, 2011). More academic researchers are needed who may be interested in studying and helping ameliorate the multitude of health disparities (e.g., mental health access, quality of care; National Academy of Sciences, 2005) plaguing the Black community. More diverse clinicians are needed to help increase treatment rates for Blacks suffering from mental illness who may prefer therapist-client race-matching (U.S. Department of Health and Human Services, 2001; Sue, 1998). Finally, the diversification of the faculty workforce in higher education will provide support for the academic development of future generations of students (Allen, 1992; Nora & Cabrera, 1996). One way to increase the workforce is to develop programs that strengthen the academic pipeline for transition into advance degree programs for students with divergent experiences. These initiatives cannot occur in a vacuum and are particularly successful when aligned with university diversity missions.

University Buy-In

Many academic institutions have diversity mission statements, and diversity programming related to recruitment and retention is usually welcome. The infrastructure within the university as a whole should demonstrate a long-term commitment to increasing diversity. Morrison (2015) wrote that having a dedicated diversity officer does not solve institutional problems with diversity. Institutions must strive to have a critical mass of culturally diverse administrators, faculty, and students to foster a sense of inclusion. This can be achieved through personalized recruitment of talented faculty and students of color. In addition, institutions must place a higher value on the informal and often imbalanced amounts of service that faculty of color often provides for underrepresented students (Aguirre, 2000). This mentorship often goes beyond academic concerns to personal and professional development and is crucial to developing a strong intervention program. Beyond aligning missions, another imminent need in program development is procuring economic support.

Economic Considerations

Identifying funding for diversity initiatives can be a daunting task. However, there is a multitude of funding mechanisms to consider. Departments are often willing to contribute financially or make in-kind donations to diversity programming. College- and university-level requests for funding are often well received. Finally, there may be funding opportunities through internal grants that support student programming. Local and national associations affiliated with your profession may offer grants or allow request for funds to be distributed through listservs. On the federal level, there are numerous program and training grants available (e.g., National Institutes of Health Postbaccalaureate Research Education Program [PREP], National Science Foundation Integrative Graduate Education and Research Traineeship Program [IGERT]). Other options include partnering with existing programs with similar aims to increase cost-sharing and soliciting funding from community agencies interested in promoting educational attainment. Fundraising campaigns are also a viable option (e.g., GoFundMe). Obtaining sustainable financial support and infrastructure is also crucial. Funding is crucial in that it dictates program design and execution.

Program Oversight

Program experts with experience in diversity recruitment and retention are useful in providing oversight of intervention programs. It is beneficial when core members of the team have experience on projects such as diversity trainings, environmental evaluations, grant-seeking, teaching diversity, and researching diversity, and/or with other bridge programs. Often diversity experts on campuses are also knowledgeable about existing programs and can assist with coordinating efforts to maximize program impact (Milem, Chang, & Antonio, 2005). It may be helpful if the team of experts provides input on all programmatic development activities including participant recruitment and selection. Planning meetings may occur based on the needs of the program being developed ranging from weekly, to biweekly, and then monthly as the program is planned, executed, and evaluated. Formal rules of order and voting may be implemented to assist with group decision making. This team of experts may also be useful in identifying prospective mentors for students.

Program Mentorship

Mentorship has been shown to increase the academic preparedness of students (Bernier, Larose, & Soucy, 2005). Mentorship is a key component in preparing students for graduate admissions. Strong student grades and test scores can be offset by poor letters of recommendation and limited research experience. Mentors can include faculty and graduate students from all backgrounds. They should have active research laboratories and, preferably, mentorship experience.

From the outset, mentors can provide feedback on program admissions and identify individualized areas for improvement. During the program, mentors can offer material oversight of the participants’ program activities, facilitate didactics, supervise research, and assist with graduate admissions materials. They may also be able to write letters of recommendation. Mentors should also provide ongoing support for participants through their acceptance into graduate programs.

In addition to the faculty mentor, advanced graduate students may also mentor students. This relationship will directly benefit students, as they will be able to provide feedback on admissions preparation as well as overall graduate student life. They are also commonly providing direct supervision of research lab activities. Graduate mentors should encourage students to participate in study groups, professional development activities, and social outings with other graduate students. Through the graduate students, participants will obtain firsthand knowledge about coping with social barriers that often arise during graduate school. Mentorship is instrumental in building the cultural capital for underrepresented students. Mentorship should also include economic considerations of advanced education.

Underrepresented students who have successfully navigated the undergraduate years may still lack knowledge of the opportunities for financial support in graduate school and about future career considerations. Furthermore, students may not understand which careers require more education and/or offer more economic growth (Luceford, 2011). Conversely, they may not understand that certain types of advanced education may limit their career opportunities to a few specialized jobs and should be careful not to become overqualified in the respective field. Information on projected future career paths can help students make informed decisions about the impact of furthering their education. Programs and mentors must also educate students on the financial opportunities with doctoral programs such as tuition, stipends, research, and teaching assistantships and fellowships. There may also be specialized funding targeting underrepresented students. Knowledge of these hidden opportunities can lessen the financial burden of advanced education.

While learning about the inner functioning of the ivory tower of academia, we must also value the unique experiences and perspectives that these students bring. Mentors must be careful not to strip away the natural essence that diverse students offer. Beyond mentorship, the culture of the program environment must demonstrate a culture of valuing diversity such as in coursework, research, and cultural engagement activities. These components may be the missing link in extend recruitment to retention of students of color.

Cultural Engagement

Shockley and Frederick (2010) noted that Afro-centric education has been identified as a potential solution to academic issues in Black children yet it is rarely put into practice. Cultural engagement moves from the theoretical rhetoric of diversity and inclusion toward practice. Programs that build the cultural capital in students while appreciating the importance of diverse students and their experiences are needed. Cultural engagement activities show student participants that their experience is valuable and cultural connections are readily available. Inclusive environments operate under an acculturative model whereby cultures interact on a give-and-take basis. Research demonstrates that students benefit from reclaiming the value of their cultural heritage (Sefa Dei, 2015).

Specific to bridge program development, examples of cultural engagement activities include (a) service learning, a teaching and learning strategy that integrates appropriate community service with instruction and critical thinking to supplement the learning experience, teaches community responsibility, and strengthens communities; (b) shadowing diverse professionals, which entails observing the work of researchers, professors, and practitioners; (c) professional presentations from diverse researchers and practitioners in the community; and (d) cultural excursions to venues that promote diversity (e.g., museum, exhibits, performances). Including these activities in an intervention can increase receptivity and engagement.

Academic Preparedness

Educational preparation for graduate school is discussed last as short-term interventions are not likely to ameliorate deficits in GPAs. Academic components of brief interventions are relegated to including preparation for admissions examinations (e.g., the GRE), research experiences, and application preparation. However, long-term programs such as post-baccalaureate experiences can also address GPA deficits by providing remediation coursework and/or graduate-level coursework which demonstrates a student’s capacity to function on a graduate level.

GRE preparation training can be provided for durations of a few days to several months. Preparation courses should have evidence of effectiveness and be conducted by certified trainers. As large-scale GRE prep programs can be costly, diversity programs may consider purchasing less costly books and materials for participants. Collaborating with existing programs that provide these trainings is another way to offset the cost. Finally, faculty may teach didactics in test-taking skills and other content areas of these exams. Good scores on admissions examinations are essential as they sometimes serve as application triage and otherwise strong candidates may be eliminated from the pool.

All undergraduates considering graduate training in the sciences must participant in research. Research experience improves capabilities and conceptual knowledge of the scientific process and practice (Linn, Palmer, Branger, Gererad, & Stone, 2015). Research participation can be highly selective, given the low faculty-mentee ratios and students who have excelled academically are more likely to be accepted into labs. Good research experiences should help students prepare for the rigorous demands of graduate school research and may pique interest in research topics. Program participants should be actively engaged in everyday laboratory activities, such as running subjects and developing an independent research project. Students should be required to take training on conducting ethical research, and to attend lab meetings and departmental seminars to ensure full integration into the laboratory culture. They might also attend/participate in scientific conferences at the university and around the nation.

Each year, graduate school admissions applications are discarded due to stylistic issues. Curriculum vitae and personal statement preparation is usually a brand new endeavor for undergraduate students. Without extensive and direct feedback on their application materials, many students fail to prepare an appealing package. Few instructions are given about the length of these documents, appropriate and inappropriate content, or on the hidden rules specialized to particular types of programs. For example, students fail to identify prospective mentors for a program with a mentor model. Program faulty can provide insider knowledge of successful applications and help with the revision of these essential documents.

Heretofore, we have outlined the key ingredients to a successful graduate school admissions preparation initiative. The design of the EMERGE program was based on prior experience with deficits in admissions applications for underrepresented students. We now demonstrate the implementation of such a program and discuss its outcomes. It is our expectation that other programs can replicate the design with adjustments to meet their specific training needs.

What Is EMERGE? A Brief Narrative of the Program

In an effort to address the underrepresentation of people of color in psychology and in alignment with the APA (2005) critical admissions areas, a targeted national intervention program was developed. EMERGE was designed to provide academic readiness (e.g., research projects, GRE preparation), professional development and socialization (e.g., mentoring, departmental lab tours), and admissions preparation (e.g., curriculum vitae and personal statement development) all within the context of cultural considerations.

Many department mission statements cite recruitment and retention of students of color as an aspiration; however, the actual implementation techniques are unclear (Gelso, 1993; Green, 1998). The EMERGE program was innovatively developed in the midst of a push for a cultural overhaul in the department. The departmental Diversity Committee brought in external expert program evaluators from benchmark institutions to assess and provide feedback on the state of the department. The feedback was incorporated into the strategic plan and the day-to-day operations of the department. In the end, the EMERGE program was based on data from our applicant pool, models of successful retention strategies, and the strategic enhancement of the departmental pipeline.

EMERGE was an annual program recruiting approximately one dozen undergraduates from institutions around the country to engage in a rigorous week-long admissions preparation program. The program included an introduction into the various tracks within psychology through speakers, discussions, faculty and graduate student mentoring, and the completion of short research projects. An admissions preparedness series was provided to include an emphasis on research and publication experience with curriculum vitae and personal statement preparation and mock admissions interviews. In groups, students conducted a research project in a psychology lab to gain practice in literature reviews, experimentation, and data analysis. The research projects culminated in a poster forum at the end of the week at which students presented their findings to the psychology faculty and invited guests. Additional EMERGE activities included two ½-day GRE examination information and preparation sessions that were facilitated by test experts. Participants also visited a community-based mental health and substance abuse service agency which serves a population that is 75% Black. The program also fostered a sense of culture, community, and socialization in several ways.

While many other graduate preparation programs have successfully recruited students of color without doing much to improve their quality of life when they arrive on campus, we attained critical mass of diverse representation with approximately one fourth of the 20 faculty volunteers being Black or persons of color. The student volunteers also included half a dozen Black doctoral students. Mentoring from several faculty and doctoral students of color provided students with examples of success stories within the field. These mentoring relationships continue after program completion as EMERGE students were tracked throughout the graduate application process and sent monthly reminders of tasks that should be completed.

The EMERGE program is innovative because it departed from the status quo by focusing enrichment and is designed to enhance both the quantity and quality of applicants of color. EMERGE sought to find the middle ground by providing an intensive short-term program that has the same elements of these longer programs while addressing the aforementioned limitations and also providing empirical evidence of effectiveness. EMERGE is discipline specific, which makes for more detailed application assistance. The faculty and graduate participants adequately reflect the participant pool. Operation costs were offset by combining local and national participants and easily acquired through annual-giving campaigns. Many students need to work over the summer, and faculty typically reduces their presence, but a 1-week commitment allows both groups to participate without undue interference with summer plans.

The anticipated outcomes for EMERGE were as follows: (a) At program exit, participants in the program would report feeling significantly more prepared for the rigorous graduate admissions process; (b) at follow-up, participants would report significantly higher psychology doctoral admissions rates than the national average of 17% across clinical programs and 8% for Blacks in doctorate programs (Finno, Wicherski, & Kohout, 2010; Norcross, Ellis, & Sayette, 2010).

Method

Participants

Participants included nearly half (n = 11) of the 24 Black former EMERGE participants who were able to be reached. The sample was mostly female (72.7%) and had an average GPA of 3.58 with 63.6% reporting graduating with university honors. During EMERGE, most participants were in their senior year of college (45.5%), followed by rising juniors (36.4%) and two who had graduated college. Nearly half (n = 5) attended the host institution for their undergraduate education and two were from historically Black colleges and universities (HBCUs). All of the participants identified “psychology” as their undergraduate major.

Measures

EMERGE Follow-Up Program Survey

The follow-up survey included 40 items and was administered online. The survey consisted of three sections: (a) demographics, (b) program experience, and (c) program outcomes. For the program evaluation, sample Likert-type questions included the following: “As a result of the EMERGE program, how prepared do/did you feel in applying to graduate school?” and “As a result of the EMERGE program, did you participate in more research projects?” Responses ranged on a 5-point scale from strongly agree to strongly disagree. Sample program outcomes questions included the following: “How many programs have you applied to?” and “Have you been accepted into a graduate school?”

Procedures

Program participants were recruited nationally through professional networking, HBCUs’ psychology department heads, McNair scholars programs, and local marketing. Admissions criteria stated that the applicants must (a) be a person of color; (b) must have a 3.0 GPA, which is the minimum entry requirement for many graduate degree programs; and (c) be a sophomore through post-baccalaureate at program admission. Applicants were also required to have an explicit interest in pursuing a doctorate in clinical (including neuropsychology), counseling, or experimental psychology. Given limitations of diversity in the Midwest, the majority of the participants were Black. Moreover, the cultural engagement, professional panels, and program faculty represented the demographics of the admitted students. All selected participants completed the expense-paid EMERGE program in 2009-2011 at a cost of approximately US$1,000 per participant. Participants were incentivized with subsequent application fees to the host institution being waived. Surveys were distributed in the spring of the second year of the program, and the present study included the first two cohorts. Participants were asked to anonymously complete the surveys within 1 week of dissemination. Some attrition was possibly due to inactive university email accounts purportedly deactivated at graduation. Also, the range of class standing means that some participants were not ready to graduate and/or apply to graduate school. The study used historical program data and thus consent was not obtained.

Data Analysis

The small sample size prohibited inferential statistical analysis. Descriptive frequencies were calculated for the variables of interest. Qualitative comments were also captured and themed.

Results

Preparedness

The program survey results on admissions preparedness for the first two cohorts revealed that 80% of participants felt strongly that the program made them more competitive for graduate school and increased their technical abilities, agreed that the program made them more competitive for graduate school, and 72% agreed that their technical research abilities grew as a result of the program.

In terms of academic preparedness, the majority (63%) had limited prior research experience and over 70% had not taken the GRE. Of the 67% who took the GRE after EMERGE, over half (57%) believed that the preparation seminar better prepared them for the test. As a result of EMERGE, 81% reported participating in more research projects.

The cultural aspects of the EMERGE program (e.g., diverse faculty/students, cultural research, community programs) were highlighted by all participants. Two thirds of the participants specifically commented on the value of cultural excursions. Moreover, the majority (75%) of participants stayed in touch with their assigned faculty mentor and an astounding 100% indicated staying connected with their graduate student mentors. Across all cohorts, 100% participants would recommend the program to others.

Qualitative participant responses to the program included the following: “The program increased my motivation and drive to apply to graduate school”; “I feel more confident that I am better prepared in terms of knowing what to expect from graduate school and the application process”; and “I know that I need to prepare for the GRE much more. I now feel less nervous about applying.”

Graduate Admissions

The results of the electronic follow-up program survey indicated that 53% (n = 8) had applied to graduate school. Of those who applied, 54% (n = 6) were accepted into graduate doctorate programs. Three participants applied to the host institution, and one was successfully admitted. As previously stated, participants ranged in class standing from rising juniors through baccalaureate recipients and, thus, some were not yet be eligible to apply to graduate school.

Discussion

The present article sought to outline the state of Blacks in higher education with particular emphasis in STEM fields such as psychology. To address this achievement gap, key components and outcomes of an academic and professional development intervention were outlined to foster duplication at other institutions of higher education. We anticipated that participants would feel more prepared for the admissions process as a result of the program and that the admissions rate into graduate degree programs would be higher than that national average. The results support both hypotheses. The participants objectively reported feeling more prepared for the application and admissions process. Second, with the average rate of graduate admissions hovering around 17% (Finno et al., 2010), over half of the students who applied for admission after program participation were accepted into doctoral programs.

Across the board, access to graduate education for students of color has captured the concern of researchers over the last four decades (Chandler, 2011). The need for more scientists of color is also evident; however, sponsored initiatives to maximize student diversity tend to focus on K-12 and college admissions or long-term interventions that are neither cost- nor time-efficient. To unclog the pipeline into psychology doctorate programs, EMERGE was designed and implemented as a brief targeted intervention for undergraduates of color in the field of psychology. In comparison with other brief, summer-long, and long-term programs, EMERGE was able to cover the critical elements in a more time-efficient, discipline-specific, and culturally tailored manner.

This present study makes several contributions to the literature. It provides a model for department-level, effective initiatives that require little funding. Also, it is unique in having a critical mass of representative faculty and graduate students of color coordinating the program. Collecting longitudinal data was also beneficial to track student progress and maintain continued support for the participants throughout the admissions process. This also provided more meaningful data on the effectiveness of the program. Weighing the cost of the program against the long-term benefit to local and national programs and the field of psychology, this article highlights the value-added nature of discipline-specific, short-term graduate admissions training programs.

As with any descriptive study, there are limitations. The present study was not experimental in nature, and, thus, we are unable to make causal inferences. This fact, in conjunction with the small sample size, limits the generalizability of the results. As such, it is also impractical to test statistical significance, and we must solely rely on descriptions of the sample. Although less stringent than most doctoral programs, EMERGE participants were required to have minimum GPA of 3.0 and thus participants were already experiencing some level of academic success. It would be difficult to improve GPAs for advanced students, and, thus, we intervened in other key areas including GRE scores, research experience, application preparation, and recommendation letters (APA, 2005; Pagano, Wicherski, & Kohout, 2010). However, as a consequence, we are unable to identify which students would have been admitted into doctorate programs without the benefit of EMERGE participation. It is noteworthy that despite their previous academic success, participants still reported feeling more prepared. Finally, even with about a 1% acceptance rate at the host institution, one participant was accepted for admission and we are thus unable to assess the potential acceptance bias in the sample.

Future research should assess which areas of graduate school preparedness are most salient for the success of people of color. For example, (a) Is the use of standardized testing as an admissions requirement detrimental to otherwise strong students? (b) Do students lack awareness of how to prepare the critical components of a strong application? and (c) Are students of color less likely to gain the necessary research experience? Larger sample sizes and experimental designs are also needed to enhance the generalizability and inferential ability of the data. Follow-up research would serve to create stronger enrichment programs that can be adapted across disciplines.

The ethnic diversity in the sciences is abysmal. In psychology, few targeted interventions exist (e.g., McNair, CUDCP) to enhance the preparedness and knowledge of psychology majors of color about the steps to obtain an advanced degree. EMERGE sought to fill this gap by providing intense training on admissions, GRE prep, mentoring opportunities, and a research experience. The results are promising in demonstrating the implementation of brief intervention that has meaningful impact on improving the applicant pool and enhancing the acceptance rates. We have demonstrated that a little can go a long way. The program contributed to lessening the achievement gap and can be modeled to other institutions who seek to advance students of color beyond a bachelor’s degree.

Footnotes

Acknowledgements

The authors thank the members of the Diversity Committee in the Department of Psychology for their unwavering efforts to recruit and retain diverse graduate students. In addition, a special thanks to the department, college, and private donors for their financial support and faculty and graduate volunteer mentors for their personal commitment to the EMERGE program at the University of Cincinnati.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The work of Dr. Bridgete Peteet was partially supported by a National Institutes on Health (NIH) Diversity Supplement (3R01DA033866-04S1).

Author Biographies

Bridgette J. Peteet, PhD, is an assistant professor in the Department of Psychology at the University of Cincinnati. Her research focuses on the impact of psychological barriers and substance abuse on achievement in underprivileged populations including ethnic minorities and first generation college students.

Quiera Lige, MA, is pursuing her PhD in clinical psychology, under the guidance of Dr. Bridgette J. Peteet, at the University of Cincinnati. Her research interests include academic differences, health disparities, and resiliency in people of color, specifically, African Americans. She has a particular passion for increasing equality in education and mental health services.

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