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Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative

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Postbaccalaureate Research Education Programs (PREP) foster significant development in academics, research skills, and professional identity for college graduates. These programs effectively prepare participants for advanced doctoral studies, with 85% matriculating into PhD programs.

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Area of Science:

  • Biomedical Sciences
  • Graduate Education
  • Diversity in STEM

Background:

  • National Institutes of Health (NIH)-funded Postbaccalaureate Research Education Programs (PREP) aim to increase diversity in biomedical PhD programs.
  • Previous studies identified reasons for PREP participation; this study focuses on participant development and program impact.

Purpose of the Study:

  • To investigate how participants change during PREP.
  • To identify program elements that facilitate participant development.
  • To examine the development of graduate student and future scientist identity.

Main Methods:

  • In-depth interviews conducted at the beginning and end of the program.
  • Study included 48 individuals from seven different PREP programs.
  • Analysis focused on developmental changes across academic, research, and self-presentation domains.

Main Results:

  • Participants showed development across three key domains: academics, research, and presentation of self.
  • Facilitating factors included graduate-level coursework, dedicated research time, strong mentorship, and communication skill development.
  • PREP participation fostered a stronger identity as a graduate student and scientist.

Conclusions:

  • PREP programs are effective in preparing participants for PhD training.
  • Key program components are crucial for participant growth and identity development.
  • PREP serves as a valuable intervention to broaden participation in biomedical PhD programs, with 85% of participants matriculating.