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Background <p>There is a dearth of research on which factors students consider when selecting among STEM graduate programs. This is an important knowledge gap because of the value of graduate STEM education to individuals and society. We leverage interview data collected in 2022 from rising seniors after they completed summer undergraduate research programs at different US universities and again in 2023 when they were in their first semester of graduate school (<i>n</i> = 12). We examine how first-semester STEM graduate students from across the US conducted their search and made choices about where to enroll.</p> Results <p>Qualitative analysis revealed that students considered potential faculty advisor research and mentorship, program characteristics (e.g., reputation), funding packages, and geography, but weighed those differently during the search vs. choice phases. Geography and program reputation mattered more during the search phase than choice phase. Faculty advisors were important in both phases with the potential for high-quality mentorship becoming more important during the choice phase. Preferences for diversity cross-cut the considerations in both phases, relating to geography (e.g., potential to experience racism in a place), program characteristics (e.g., gender diversity of faculty), and advisor demographics. Students took a holistic view toward funding, weighing cost of living, type of funding, and other benefits in addition to the amount. They did not always take their offer with the highest funding amount, although the provision of a sufficient funding package was essential. Mentorship from summer undergraduate research mentors was critical during the search phase but absent during the choice phase.</p> Conclusions <p>In terms of potential implications, graduate programs should partner with undergraduate research programs to intentionally build bridges between faculty and prospective applicants. In addition to providing adequate funding packages, graduate programs should create opportunities for students to connect with faculty as part of their recruitment strategy, as this is critical to students’ choices.</p>

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Graduate school choice: how STEM students in the USA decide where to enroll

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月8日

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  • Sara Grineski,
  • Callie Lynne Avondet,
  • Yolanda Chavez,
  • Timothy W. Collins,
  • Danielle X. Morales

摘要

Background

There is a dearth of research on which factors students consider when selecting among STEM graduate programs. This is an important knowledge gap because of the value of graduate STEM education to individuals and society. We leverage interview data collected in 2022 from rising seniors after they completed summer undergraduate research programs at different US universities and again in 2023 when they were in their first semester of graduate school (n = 12). We examine how first-semester STEM graduate students from across the US conducted their search and made choices about where to enroll.

Results

Qualitative analysis revealed that students considered potential faculty advisor research and mentorship, program characteristics (e.g., reputation), funding packages, and geography, but weighed those differently during the search vs. choice phases. Geography and program reputation mattered more during the search phase than choice phase. Faculty advisors were important in both phases with the potential for high-quality mentorship becoming more important during the choice phase. Preferences for diversity cross-cut the considerations in both phases, relating to geography (e.g., potential to experience racism in a place), program characteristics (e.g., gender diversity of faculty), and advisor demographics. Students took a holistic view toward funding, weighing cost of living, type of funding, and other benefits in addition to the amount. They did not always take their offer with the highest funding amount, although the provision of a sufficient funding package was essential. Mentorship from summer undergraduate research mentors was critical during the search phase but absent during the choice phase.

Conclusions

In terms of potential implications, graduate programs should partner with undergraduate research programs to intentionally build bridges between faculty and prospective applicants. In addition to providing adequate funding packages, graduate programs should create opportunities for students to connect with faculty as part of their recruitment strategy, as this is critical to students’ choices.