Factors Influencing First-Generation Students' Ability To Obtain A Doctoral Degree In Clinical Psychology: An Intersectional Approach
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Start Date
10-2-2021 7:00 PM
End Date
10-2-2021 8:30 PM
Document Type
Presentation
Description
Although first-generation college students aspire to obtain graduate education, we know they are less likely to earn these advanced degrees compared to their non-first-generation counterparts (Engle & Tinto, 2008). There are several identified reasons for this discrepancy including differences in social identity from their families, financial barriers, and lack of social support (Gardner & Holley, 2011; King, 2017; Michalski et al., 2011). For example, it has been described how, "many of our families have difficulty understanding why anyone would go to school after finishing college" (Cook-Morales et al., 1995). The first half of this symposium will provide insight and discussion on previous literature relative to first-generation students aspiring to obtain doctoral degrees in clinical psychology. Next, presenters will transition to a panel discussion with attendees regarding their roads to successfully being admitted into a clinical psychology Ph.D. program. Our objective is to present students with various pathways to achieving this goal and how we overcame certain challenges as first-generation students while acknowledging intersectional factors at play.
Slide deck Factors Influencing First-Generation Students' Ability To Obtain A Doctoral Degree In Clinical Psychology: An Intersectional Approach
Factors Influencing First-Generation Students' Ability To Obtain A Doctoral Degree In Clinical Psychology: An Intersectional Approach
Although first-generation college students aspire to obtain graduate education, we know they are less likely to earn these advanced degrees compared to their non-first-generation counterparts (Engle & Tinto, 2008). There are several identified reasons for this discrepancy including differences in social identity from their families, financial barriers, and lack of social support (Gardner & Holley, 2011; King, 2017; Michalski et al., 2011). For example, it has been described how, "many of our families have difficulty understanding why anyone would go to school after finishing college" (Cook-Morales et al., 1995). The first half of this symposium will provide insight and discussion on previous literature relative to first-generation students aspiring to obtain doctoral degrees in clinical psychology. Next, presenters will transition to a panel discussion with attendees regarding their roads to successfully being admitted into a clinical psychology Ph.D. program. Our objective is to present students with various pathways to achieving this goal and how we overcame certain challenges as first-generation students while acknowledging intersectional factors at play.