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Abstract
In this study, I examined the experiences of low-income students' academic and social transition during their first year of graduate school. The seven participants in this study were a part of a graduate school preparation program (GSPP) at a Midwestern research university where undergraduate research was a mandatory component. Participants took part in undergraduate research during the summer of 2005 and enrolled in graduate school in the fall of 2006. Several theories influenced this study. These include critical theory, graduate school socialization theory, identity development theory, and self authorship theory. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of in-depth, semi-structured interviews with each participant and analysis of GSPP documents. All of the data collected were carefully coded, looking for common themes and patterns.
For these low-income students, their first year of graduate school was marked by the interplay between social and academic transitions. Even though all students experience insecurity and anxiety as they begin graduate school, low-income students' experiences are compounded by other insecurities as well. Additionally, these students experienced isolation which further complicated their graduate school socialization process. Understanding the varied needs of low-income students as they begin their graduate studies helps university program administrators, student affairs professionals and faculty to better support these students so that they complete degrees.
