Student-Led Mentoring System Designed to Lower Barriers for Graduate School Applicants

Student-Led Mentoring System Designed to Lower Barriers for Graduate School Applicants

Ocean and Earth science graduate school admissions processes can be bewildering. Unwritten expectations and small professional circles, compounded by oceanography’s history of colonialism, sexism, and racism, advantage those privileged enough to navigate as insiders. Thus, even more holistic graduat...

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Bibliographic Details
Published in:Oceanography (Washington, D.C.) Vol. 36; no. 4
Main Authors: Willis, Ciara, Wang, Shouyi, Walsh, Anna, Jahns, Max, Halloran, Katie, Bhatt, EeShan
Format: Journal Article
Language:English
Published: 01-12-2023
Online Access:Get full text
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Summary:Ocean and Earth science graduate school admissions processes can be bewildering. Unwritten expectations and small professional circles, compounded by oceanography’s history of colonialism, sexism, and racism, advantage those privileged enough to navigate as insiders. Thus, even more holistic graduate admissions processes may be inequitable. Here, we share (1) a model for effective peer-to-peer support, Applicant Support & Knowledgebase (ASK), and (2) insights into challenges faced by under-supported applicants. We aim to generate a discussion about the bias in and inaccessibility of the US-based ocean science graduate school entry process and how peer-to-peer programs like ASK can contribute to a tapestry of solutions that address these inequities.
ISSN:1042-8275
DOI:10.5670/oceanog.2024.113