Pathways Through Graduate School and Into Careers: Overall Responses to the Student Survey, Part A

Transcription

1 Pathways Through Graduate School and Into Careers: Overall Responses to the Student Survey, Part A

2 Pathways Through Graduate School and Into Careers: Overall Responses to the Student Survey, Part A Copyright 2013 by Educational Testing Service and the Council of Graduate Schools. All rights reserved. ETS, the ETS logo and LISTENING. LEARNING. LEADING. are registered trademarks of Educational Testing Service (ETS). The CGS logo is a registered trademark of the Council of Graduate Schools. All other trademarks are property of their respective owners

3 Pathways Through Graduate School and Into Careers: Overall Responses to the Student Survey, Part A This report was prepared by Cathy Wendler, Fred Cline, Lauren Kotloff, and Deirdre Mageean. Suggested citation: Wendler, C., Cline, F., Kotloff, L., and Mageean, D. (2013). Pathways Through Graduate School and Into Careers: Overall Responses to the Student Survey, Part A. Princeton, NJ: Educational Testing Service.

4 Pathways Through Graduate School and Into Careers: Overall Responses to the Student Survey, Part A Commission on Pathways Through Graduate School and Into Careers Corporate Leaders William (Bill) D. Green, Chairman, Accenture Stanley Litow, Vice President, Corporate Citizenship & Corporate Affairs, IBM and President, IBM International Foundation Joseph Miller Jr., Executive Vice President and Chief Technology Officer, Corning Russ Owen, President, Strategic Account Development, CSC Ronald Townsend, Executive Vice President, Global Laboratory Operations, Battelle Memorial Institute University Leaders Jeffery Gibeling, Dean, Graduate Studies, University of California, Davis Maureen Grasso, Dean, Graduate School, University of Georgia Freeman Hrabowski III, President, University of Maryland, Baltimore County Jean Morrison, Provost and Chief Academic Officer, Boston University Suzanne Ortega, Senior Vice President, Academic Affairs, University of North Carolina Patrick Osmer, Chair and Vice Provost, Graduate Studies and Dean, Graduate School, The Ohio State University Teresa Sullivan, President, University of Virginia Lisa Tedesco, Vice Provost, Academic Affairs Graduate Studies and Dean, James T. Laney School of Graduate Studies, Emory University James Wimbush, Dean, University Graduate School, Indiana University Ex Officio Members Kurt M. Landgraf, President and CEO, ETS Debra W. Stewart, President, Council of Graduate Schools

5 Table of Contents Question Content Page(s) Preface 1-3 Value of Graduate School 4-15 Question 1 Graduate degree and career opportunities 4 Question 2 Benefit versus cost of graduate education 7 Question 3 Graduate degree and income potential 10 Question 4 Graduate school versus work experience 13 Prior to Graduate School Question 5 A Thinking about attending graduate school 16 Question 5 B Asking others about graduate school 19 Question 5 C Researching graduate programs 22 Question 5 D Wanting to attend graduate school 25 Question 5 E Applying to graduate school 28 Question 6 Sources of information about graduate school 31 Question 7 Sources of encouragement about graduate school 34 Graduate School Experience Question 8 A Information obtained about graduate school 37 Question 8 B Information obtained about careers 39 Question 9 A Helpfulness of information obtained about graduate school 41 Question 9 B Helpfulness of information obtained about careers 43 Question 10 A Accuracy of information obtained about graduate school 45 Question 10 B Accuracy of information obtained about careers 47 Question 11 Likeliness of encouraging others to attend 49 Question 12 Graduate school attendance 51 Question 12 A Why would not attend graduate school 53 Question 12 B Changing graduate school choices 54 Question 13 Reasons for pursuing graduate degree 56 Question 14 Sources of information about career options 58 Question 15 Career options encouraged by faculty 60 Question 16 Career options considered 62 Question 17 Career options most pursued 64 Question 18 Changes in career goals 66

6 Preface Graduate schools in the United States are environments in which students acquire the skills and knowledge needed to compete in the global economy as well as to solve problems of national and global scope. We remain strong in the U.S. because our graduate community has sustained a critical eye on how we do graduate education and on what we need to do to improve it. One area where we have begun to evaluate our own performance lies in the critical juncture between education and the U.S. workforce. While the United States is generally recognized as having the most vigorous and dynamic system of graduate education in the world, little is known at the granular level about what our graduates do, how their work life progresses, and how well the preparation they receive equips them for the careers they pursue. A report published in April 2012, Pathways Through Graduate School and Into Careers, 1 tackled these questions by examining the views of groups that directly observe and experience this transitional moment from degree completion and into careers students, universities, and employers. The distinct perspectives of these groups offer an unprecedented opportunity to better understand what these important stakeholders seek, where they find success, and where their needs and goals remain unmet. The current data report is one of a series of reports that provide the details behind the analysis presented in the Pathways study. This report provides information from the student perspective. It presents the student responses to the survey at an aggregated level, while other reports provide responses based on a number of variables, such as by field of study or various background variables. What s in the report Clear career options for students seeking, or holding graduate degrees are often lacking, especially at the doctoral level. This lack of knowledge may impact students decisions to attend graduate school as well as their views of career opportunities during graduate school and upon degree completion. In order to more fully understand what students know about career opportunities and when they learned it, a sample of students who took the GRE General Test between 2002 and 2011 were surveyed. The survey, administered online, reflects responses from over 5,500 students. Students accessed the survey through a provided link. Table 1 below provides the number of students responding by category. 1 Council of Graduate Schools and Educational Testing Service. (2012). Pathways Through Graduate School and Into Careers. Wendler, C., Bridgeman, B., Markle, R., Cline, F., Bell, N., McAllister, P., and Kent, J. (2012). Pathways Through Graduate Report from the Commission on Pathways Through Graduate School and Into Careers. Princeton, NJ: Educational Testing School Service. and The Into full Careers. report can Princeton, be retrieved NJ: Educational at Testing Service. The full report can be retrieved at Page 1

7 Table 1. Number of Students Responding to Survey Student Status Total Gender* Race/Ethnicity* Planning to Enroll in Graduate School Enrolled in Graduate School Completed Graduate Degree ,683 1,040 1, ,592 2, , ,276 Total 5,517 2,179 3, ,233 *Counts include only respondents who provided their gender and race/ethnicity. There are two parts to this report. Part A provides responses at an aggregated level, irrespective of the student s field of study or degree level, to questions on: (1) the perceived value of graduate school, (2) the decision to apply to or attend graduate school, and (3) the graduate school experience. Responses reflect input from students who are planning to enroll in graduate school, students who are currently enrolled in graduate school, and students who have completed graduate school. Part B provides responses to questions related to postgraduate school experiences, workplace skills importance and preparation, and job satisfaction. Only students who indicated they have completed their degree and are working responded to these questions. How to use the report This report provides information based only on the students who responded to the survey. While this data source does not capture all individuals who attended, or plan to attend, graduate school during this time period, it does provide access to a large number of students from a variety of demographic groups, fields of study, and institution types. Responses to the survey provide interesting student perspectives regarding career knowledge, but because it is based on a sample of convenience, the results may not accurately represent all graduate students. The data tables and figures for the survey questions indicate the number of students who responded in a particular manner to each question. Responses are provided by student status (i.e., planning to enroll, currently enrolled, or completed), with one set of tables and figures for each group. Page 2

8 Questions 1 through 7 have three sets of data tables and figures, one for each of the three categories of students. Questions 8 through 18 have two sets of tables and figures, one for students who are currently enrolled in graduate school and one for students who have completed their degree. The top half of each page provides responses for the total group of students belonging to a particular category; a breakdown by gender and race/ethnicity for that group is provided on the bottom half of the page. Students who did not respond to a question are not included in the corresponding table or figure; therefore, the total number of students responding varies for each question. Likewise, students who did not provide their gender or race/ethnicity are not included in the corresponding table. For questions that asked students to choose all that apply, the total percent will not add up to 100%. For all other questions, percents are based on the total number of students responding to the question, not the overall number of students. For these questions, the total percent should be close to 100%, depending on rounding. Page 3

9 Value of Graduate School Question 1 Please indicate your level of agreement with this statement: A graduate degree provides me with better career opportunities. Table A Students Planning to Enroll in Graduate School N = Strongly agree 48% 4 Agree 39% 3 Neither agree nor disagree 9% 2 Disagree 2% 1 Strongly disagree 1% Mean 4.32 SD 0.81 N=276 N=396 N=59 N=30 N=31 N=363 5 Strongly agree 47% 49% 44% 57% 48% 48% 4 Agree 40% 39% 46% 30% 39% 38% 3 Neither agree nor disagree 10% 8% 8% 7% 13% 9% 2 Disagree 3% 2% 0% 3% 0% 3% 1 Strongly disagree 0% 1% 2% 3% 0% 1% Mean SD SD = Standard Deviation The majority of students (87%) who plan on enrolling in graduate school agreed (39%) or strongly agreed (48%) that a graduate degree will provide them with better career opportunities. Responses by students in all gender and race/ethnicity groups were similar. Page 4

10 Value of Graduate School Question 1 Please indicate your level of agreement with this statement: A graduate degree provides me with better career opportunities. Table B Students Enrolled in Graduate School N = Strongly agree 54% 4 Agree 37% 3 Neither agree nor disagree 6% 2 Disagree 2% 1 Strongly disagree 2% Mean 4.38 SD 0.83 N=1039 N=1601 N=180 N=168 N=140 N= Strongly agree 50% 56% 49% 65% 61% 55% 4 Agree 40% 34% 42% 27% 31% 37% 3 Neither agree nor disagree 6% 6% 5% 5% 3% 6% 2 Disagree 2% 1% 1% 1% 2% 1% 1 Strongly disagree 2% 2% 3% 2% 3% 2% Mean SD SD = Standard Deviation Students currently enrolled in graduate school believe even more so in the value of a graduate degree than those planning to enroll or those who completed their degree. About 91% of the students either agreed (37%) or strongly agreed (54%) that a graduate degree will provide them with better career opportunities. In particular, Black (65%) and Hispanic (61%) students strongly agreed with the statement more frequently than Asian (49%) and White (55%) students. Page 5

11 Value of Graduate School Question 1 Please indicate your level of agreement with this statement: A graduate degree provides me with better career opportunities. Table C Students Who Completed Graduate School N = Strongly agree 45% 4 Agree 40% 3 Neither agree nor disagree 8% 2 Disagree 4% 1 Strongly disagree 3% Mean 4.20 SD 0.97 N=863 N=1248 N=143 N=115 N=115 N= Strongly agree 43% 46% 36% 43% 43% 46% 4 Agree 41% 39% 45% 43% 40% 40% 3 Neither agree nor disagree 8% 7% 11% 9% 5% 8% 2 Disagree 4% 4% 3% 2% 7% 4% 1 Strongly disagree 3% 3% 4% 4% 5% 3% Mean SD SD = Standard Deviation The majority of students (85%) who have completed their degree agreed (40%) or strongly agreed (45%) that a graduate degree will provide them with better career opportunities. Responses by students in all gender and race/ethnicity groups were similar. Page 6

12 Value of Graduate School Question 2 Please indicate your level of agreement with this statement: The benefit of a graduate education outweighs the cost. Table A Students Planning to Enroll in Graduate School N = Strongly agree 20% 4 Agree 45% 3 Neither agree nor disagree 25% 2 Disagree 8% 1 Strongly disagree 1% Mean 3.75 SD 0.92 N=275 N=395 N=59 N=30 N=31 N=364 5 Strongly agree 21% 21% 19% 37% 23% 18% 4 Agree 45% 44% 46% 23% 26% 46% 3 Neither agree nor disagree 25% 25% 29% 30% 45% 24% 2 Disagree 9% 8% 5% 7% 6% 9% 1 Strongly disagree 1% 2% 2% 3% 0% 2% Mean SD SD = Standard Deviation Many students (65%) who plan on enrolling in graduate school agreed (45%) or strongly agreed (20%) that the benefit of a graduate education outweighs the cost, but nearly one fourth of students were noncommittal. In particular, less than one half of Hispanic students (49%) agreed (26%) or strongly agreed (23%) with the statement; 45% were noncommittal. - Page 7

13 Value of Graduate School Question 2 Please indicate your level of agreement with this statement: The benefit of a graduate education outweighs the cost. Table B Students Enrolled in Graduate School N = Strongly agree 31% 4 Agree 41% 3 Neither agree nor disagree 20% 2 Disagree 6% 1 Strongly disagree 2% Mean 3.93 SD 0.97 N=1037 N=1597 N=181 N=168 N=139 N= Strongly agree 30% 32% 24% 35% 35% 33% 4 Agree 42% 40% 47% 33% 38% 42% 3 Neither agree nor disagree 20% 20% 20% 21% 17% 18% 2 Disagree 6% 6% 5% 8% 6% 5% 1 Strongly disagree 2% 2% 4% 2% 4% 2% Mean SD SD = Standard Deviation For students currently enrolled in graduate school, nearly three quarters (72%) of them agreed (41%) or strongly agreed (31%) that the benefit of graduate education outweighs the cost. Responses by students in all gender and race/ethnicity groups were similar. Page 8

14 Value of Graduate School Please indicate your level of agreement with this statement: The benefit of a graduate education outweighs the cost. Question 2 Table C Students Who Completed Graduate School N = Strongly agree 26% 4 Agree 37% 3 Neither agree nor disagree 23% 2 Disagree 9% 1 Strongly disagree 5% Mean 3.70 SD 1.09 N=859 N=1245 N=141 N=115 N=114 N= Strongly agree 26% 25% 19% 21% 26% 26% 4 Agree 36% 39% 40% 34% 31% 39% 3 Neither agree nor disagree 25% 22% 25% 21% 24% 22% 2 Disagree 10% 9% 12% 16% 14% 8% 1 Strongly disagree 5% 5% 4% 9% 5% 4% Mean SD SD = Standard Deviation The percentage of students who agreed (37%) or strongly agreed (26%) that graduate education outweighs the cost is lowest for those students who have completed their degree. Responses by students in all gender and race/ethnicity groups were similar. Page 9

15 Value of Graduate School Question 3 Please indicate your level of agreement with this statement: A graduate degree will increase my income potential. Table A Students Planning to Enroll in Graduate School N = Strongly agree 33% 4 Agree 51% 3 Neither agree nor disagree 11% 2 Disagree 4% 1 Strongly disagree 1% Mean 4.11 SD 0.81 N=274 N=394 N=58 N=29 N=31 N=365 5 Strongly agree 30% 35% 28% 34% 32% 35% 4 Agree 50% 51% 57% 59% 48% 47% 3 Neither agree nor disagree 12% 10% 10% 3% 16% 12% 2 Disagree 7% 3% 3% 0% 3% 6% 1 Strongly disagree 0% 1% 2% 3% 0% 0% Mean SD SD = Standard Deviation Over 84% of students who plan to enroll in graduate school believe that a graduate degree will increase their income potential: 51% agreed and 33% strongly agreed. A greater percentage of Black students (93%) and female students (86%) either agreed or strongly agreed that a graduate degree will increase their earning potential compared to other students. Page 10

16 Value of Graduate School Question 3 Please indicate your level of agreement with this statement: A graduate degree will increase my income potential. Table B Students Enrolled in Graduate School N = Strongly agree 38% 4 Agree 42% 3 Neither agree nor disagree 11% 2 Disagree 5% 1 Strongly disagree 2% Mean 4.10 SD 0.96 N=1037 N=1588 N=181 N=165 N=140 N= Strongly agree 35% 41% 36% 52% 41% 40% 4 Agree 43% 42% 44% 38% 40% 42% 3 Neither agree nor disagree 13% 10% 13% 7% 8% 11% 2 Disagree 5% 5% 4% 2% 4% 5% 1 Strongly disagree 3% 2% 3% 2% 6% 2% Mean SD SD = Standard Deviation The majority of students (80%) currently enrolled in graduate school believe that a graduate degree will increase their income potential: 42% agreed and 38% strongly agreed. A greater percentage of Black students (90%) and female students (83%) either agreed or strongly agreed that a graduate degree will increase their earning potential compared to other students. Page 11

17 Value of Graduate School Question 3 Please indicate your level of agreement with this statement: A graduate degree will increase my income potential. Table C Students Who Completed Graduate School N = Strongly agree 32% 4 Agree 44% 3 Neither agree nor disagree 13% 2 Disagree 7% 1 Strongly disagree 4% Mean 3.94 SD 1.03 N=857 N=1246 N=142 N=115 N=114 N= Strongly agree 32% 33% 23% 34% 33% 34% 4 Agree 45% 43% 53% 43% 45% 42% 3 Neither agree nor disagree 13% 13% 14% 10% 10% 14% 2 Disagree 7% 7% 6% 7% 6% 8% 1 Strongly disagree 3% 4% 5% 5% 6% 3% Mean SD SD = Standard Deviation Fewer students (76%) who have completed their degree agreed (44%) or strongly agreed (32%) that a graduate degree will increase their income potential compared to students who had not yet enrolled (84%) or those who were currently enrolled (80%). Responses by students in all gender and race/ethnicity groups were similar. Page 12

18 Value of Graduate School Question 4 Please indicate your level of agreement with this statement: In my career, attending graduate school is more important than work experience. Table A Students Planning to Enroll in Graduate School N = Strongly agree 13% 4 Agree 22% 3 Neither agree nor disagree 36% 2 Disagree 24% 1 Strongly disagree 4% Mean 3.14 SD 1.07 N=274 N=396 N=59 N=30 N=31 N=365 5 Strongly agree 15% 12% 8% 20% 13% 12% 4 Agree 21% 23% 31% 17% 23% 22% 3 Neither agree nor disagree 37% 35% 37% 33% 42% 34% 2 Disagree 22% 25% 20% 30% 13% 26% 1 Strongly disagree 5% 5% 3% 0% 10% 6% Mean SD SD = Standard Deviation About one third of students (35%) who plan to enroll in graduate school agreed (22%) or strongly agreed (13%) that attending graduate school was more important than work experience. However, nearly the same percentage of students were either neutral (36%) or disagreed/strongly disagreed (28%) with the importance of attending graduate school over that of work experience. Responses by students in all gender and race/ethnicity groups were similar. Page 13

19 Value of Graduate School Question 4 Please indicate your level of agreement with this statement: In my career, attending graduate school is more important than work experience. Table B Students Enrolled in Graduate School N = Strongly agree 21% 4 Agree 26% 3 Neither agree nor disagree 32% 2 Disagree 16% 1 Strongly disagree 4% Mean 3.43 SD 1.12 N=1037 N=1596 N=181 N=167 N=139 N= Strongly agree 21% 21% 23% 15% 17% 23% 4 Agree 25% 26% 27% 29% 24% 25% 3 Neither agree nor disagree 32% 33% 33% 32% 31% 32% 2 Disagree 16% 16% 14% 22% 21% 16% 1 Strongly disagree 5% 4% 4% 2% 6% 4% Mean SD SD = Standard Deviation For students currently in graduate school, the importance of attending graduate school over that of work experience was higher than for the other two groups, with 26% agreeing and 21% strongly agreeing. Responses by students in all gender and race/ethnicity groups were similar. Page 14

20 Value of Graduate School Question 4 Please indicate your level of agreement with this statement: In my career, attending graduate school is more important than work experience. Table C Students Who Completed Graduate School N = Strongly agree 13% 4 Agree 21% 3 Neither agree nor disagree 32% 2 Disagree 24% 1 Strongly disagree 9% Mean 3.06 SD 1.16 N=858 N-1245 N=143 N=115 N=113 N= Strongly agree 12% 14% 7% 10% 12% 15% 4 Agree 20% 22% 17% 18% 24% 22% 3 Neither agree nor disagree 31% 33% 34% 36% 29% 32% 2 Disagree 26% 24% 29% 29% 21% 24% 1 Strongly disagree 11% 8% 13% 7% 13% 8% Mean SD SD = Standard Deviation About one third of students (34%) who have completed their graduate degree agreed (21%) or strongly agreed (13%) that attending graduate school was more important than work experience. However, nearly the same percentage of students were either neutral (32%) or disagreed/strongly disagreed (33%) with the importance of attending graduate school over that of work experience. Responses by students in all gender and race/ethnicity groups were similar. Page 15

21 Prior to Graduate School Question 5-A Approximately when, if ever, did you start to think about attending graduate school? Table A Students Planning to Enroll in Graduate School N = Before undergraduate school 30% 2 First or second year of undergraduate school 18% 3 Third year or last year of undergraduate school 27% 4 Within two years of finishing undergraduate school 16% 5 More than two years after finishing undergraduate school 10% 6 Never 0% N=273 N=394 N=59 N=30 N=30 N=364 1 Before undergraduate school 26% 32% 31% 33% 23% 31% 2 First or second year of undergraduate school 16% 20% 24% 20% 10% 16% 3 Third year or last year of undergraduate school 29% 25% 31% 17% 43% 27% 4 Within two years of finishing undergraduate school 16% 15% 12% 23% 13% 16% More than two years after finishing undergraduate 5 12% 8% 3% 7% 10% 10% school 6 Never 0% 0% 0% 0% 0% 0% About one third (30%) of students planning to enroll in graduate school said they started thinking about graduate school before they started college. Many (27%) also started thinking about graduate school during their third or last year of their undergraduate program. Of particular note, a higher percentage of Hispanic students (43%) indicated that their third or last year of college was the time they began to think about attending graduate school compared to other students. Page 16

22 Prior to Graduate School Question 5-A Approximately when, if ever, did you start to think about attending graduate school? Table B Students Enrolled in Graduate School N = Before undergraduate school 28% 2 First or second year of undergraduate school 20% 3 Third year or last year of undergraduate school 31% 4 Within two years of finishing undergraduate school 13% 5 More than two years after finishing undergraduate school 7% 6 Never 0% N=1033 N=1598 N=178 N=168 N=140 N= Before undergraduate school 27% 29% 30% 20% 36% 28% 2 First or second year of undergraduate school 22% 20% 20% 15% 15% 23% 3 Third year or last year of undergraduate school 33% 30% 28% 35% 31% 31% 4 Within two years of finishing undergraduate school 12% 13% 13% 20% 14% 11% More than two years after finishing undergraduate 5 7% 7% 9% 10% 5% 7% school 6 Never 0% 0% 0% 1% 0% 0% Students currently enrolled in graduate school indicated two prime times when they started thinking about graduate school: before they attended college (28%) and during the third or last year of their undergraduate program (31%). Responses by students in all gender and race/ethnicity groups were similar. Page 17

23 Prior to Graduate School Approximately when, if ever, did you start to think about attending graduate school? Question 5-A Table C Students Who Completed Graduate School N = Before undergraduate school 22% 2 First or second year of undergraduate school 15% 3 Third year or last year of undergraduate school 32% 4 Within two years of finishing undergraduate school 17% 5 More than two years after finishing undergraduate school 14% 6 Never 0% N=859 N=1248 N=141 N=115 N=115 N= Before undergraduate school 20% 23% 19% 23% 23% 21% 2 First or second year of undergraduate school 16% 15% 23% 12% 17% 15% 3 Third year or last year of undergraduate school 33% 32% 33% 31% 28% 33% 4 Within two years of finishing undergraduate school 17% 17% 16% 20% 18% 16% More than two years after finishing undergraduate 5 14% 14% 9% 13% 13% 14% school 6 Never 0% 0% 0% 0% 0% 0% Students who have completed their graduate school indicated two prime times when they started thinking about graduate school: before they attended college (22%) and during the third or last year of their undergraduate program (32%). Responses by students in all gender and race/ethnicity groups were similar. Page 18

24 Prior to Graduate School Question 5-B Approximately when, if ever, did you start to ask others about graduate school? Table A Students Planning to Enroll in Graduate School N = Before undergraduate school 11% 2 First or second year of undergraduate school 21% 3 Third year or last year of undergraduate school 40% 4 Within two years of finishing undergraduate school 18% 5 More than two years after finishing undergraduate school 9% 6 Never 2% N=272 N=393 N=59 N=30 N=29 N=364 1 Before undergraduate school 10% 11% 7% 17% 7% 11% 2 First or second year of undergraduate school 21% 21% 32% 13% 17% 18% 3 Third year or last year of undergraduate school 40% 39% 46% 40% 38% 40% 4 Within two years of finishing undergraduate school 17% 18% 7% 23% 24% 21% More than two years after finishing undergraduate 5 9% 8% 5% 3% 14% 8% school 6 Never 3% 2% 3% 3% 0% 2% The greatest percentage (40%) of students who were planning to graduate school indicated that they started asking others about graduate school during the third or last year of their undergraduate program. Responses by students in all gender and race/ethnicity groups were similar. Page 19

25 Prior to Graduate School Question 5-B Approximately when, if ever, did you start to ask others about graduate school? Table B Students Enrolled in Graduate School N = Before undergraduate school 9% 2 First or second year of undergraduate school 22% 3 Third year or last year of undergraduate school 44% 4 Within two years of finishing undergraduate school 14% 5 More than two years after finishing undergraduate school 7% 6 Never 3% N=1027 N=1594 N=176 N=168 N=140 N= Before undergraduate school 10% 9% 10% 9% 13% 9% 2 First or second year of undergraduate school 22% 23% 22% 18% 20% 24% 3 Third year or last year of undergraduate school 46% 43% 42% 43% 41% 45% 4 Within two years of finishing undergraduate school 14% 14% 17% 17% 16% 13% More than two years after finishing undergraduate 5 6% 8% 8% 11% 8% 7% school 6 Never 3% 3% 1% 2% 2% 3% The greatest percentage (44%) of students currently already enrolled in graduate school indicated that they started asking others about graduate school during the third or last year of their undergraduate program. Responses by students in all gender and race/ethnicity groups were similar. Page 20

26 Prior to Graduate School Approximately when, if ever, did you start to ask others about graduate school? Question 5-B Table C Students Who Completed Graduate School N = Before undergraduate school 7% 2 First or second year of undergraduate school 17% 3 Third year or last year of undergraduate school 41% 4 Within two years of finishing undergraduate school 19% 5 More than two years after finishing undergraduate school 11% 6 Never 5% N=855 N=1244 N=142 N=114 N=114 N= Before undergraduate school 8% 7% 4% 4% 5% 7% 2 First or second year of undergraduate school 17% 16% 19% 18% 18% 17% 3 Third year or last year of undergraduate school 41% 41% 45% 41% 38% 41% 4 Within two years of finishing undergraduate school 18% 19% 21% 20% 18% 19% More than two years after finishing undergraduate 5 11% 12% 6% 11% 14% 12% school 6 Never 5% 5% 5% 5% 7% 4% The greatest percentage (41%) of students who have completed their graduate degree indicated that they started asking others about graduate school during the third or last year of their undergraduate program. Responses by students in all gender and race/ethnicity groups were similar. Page 21

27 Prior to Graduate School Question 5-C Approximately when, if ever, did you start to research specific graduate programs? Table A Students Planning to Enroll in Graduate School N = Before undergraduate school 3% 2 First or second year of undergraduate school 11% 3 Third year or last year of undergraduate school 42% 4 Within two years of finishing undergraduate school 28% 5 More than two years after finishing undergraduate school 14% 6 Never 2% N=269 N=393 N=58 N=30 N=29 N=363 1 Before undergraduate school 2% 4% 3% 7% 0% 3% 2 First or second year of undergraduate school 11% 12% 21% 17% 3% 9% 3 Third year or last year of undergraduate school 41% 42% 45% 40% 45% 39% 4 Within two years of finishing undergraduate school 28% 27% 17% 33% 38% 30% More than two years after finishing undergraduate 5 16% 13% 12% 3% 14% 16% school 6 Never 3% 2% 2% 0% 0% 2% The greatest percentage of students (42%) planning to enroll in graduate school started researching specific graduate programs in their third or last year of undergraduate school. Responses by students in all gender and race/ethnicity groups were similar. Page 22

28 Prior to Graduate School Question 5-C Approximately when, if ever, did you start to research specific graduate programs? Table B Students Enrolled in Graduate School N = Before undergraduate school 3% 2 First or second year of undergraduate school 9% 3 Third year or last year of undergraduate school 52% 4 Within two years of finishing undergraduate school 22% 5 More than two years after finishing undergraduate school 12% 6 Never 1% N=1025 N=1593 N=173 N=167 N=139 N= Before undergraduate school 3% 3% 4% 5% 4% 3% 2 First or second year of undergraduate school 8% 10% 9% 12% 9% 9% 3 Third year or last year of undergraduate school 53% 51% 54% 42% 45% 53% 4 Within two years of finishing undergraduate school 23% 22% 19% 23% 27% 22% More than two years after finishing undergraduate 5 11% 13% 12% 17% 13% 12% school 6 Never 1% 1% 1% 1% 3% 1% The majority of students (52%) currently enrolled in graduate school started researching specific graduate programs in their third or last year of undergraduate school. Responses by students in all gender and race/ethnicity groups were similar. Page 23

29 Prior to Graduate School Approximately when, if ever, did you start to research specific graduate programs? Question 5-C Table C Students Who Completed Graduate School N = Before undergraduate school 3% 2 First or second year of undergraduate school 7% 3 Third year or last year of undergraduate school 44% 4 Within two years of finishing undergraduate school 26% 5 More than two years after finishing undergraduate school 17% 6 Never 2% N=857 N=1245 N=142 N=113 N=114 N= Before undergraduate school 4% 2% 1% 2% 4% 2% 2 First or second year of undergraduate school 5% 8% 6% 6% 4% 7% 3 Third year or last year of undergraduate school 46% 43% 49% 44% 43% 44% 4 Within two years of finishing undergraduate school 26% 26% 27% 27% 25% 27% More than two years after finishing undergraduate 5 17% 18% 13% 19% 21% 18% school 6 Never 2% 2% 3% 3% 4% 2% The greatest percentage of students (44%) who have completed their graduate degree started researching specific graduate programs in their third or last year of undergraduate school. Responses by students in all gender and race/ethnicity groups were similar. Page 24

30 Prior to Graduate School Question 5-D Approximately when, if ever, did you start to know you wanted to attend graduate school? Table A Students Planning to Enroll in Graduate School N = Before undergraduate school 19% 2 First or second year of undergraduate school 12% 3 Third year or last year of undergraduate school 29% 4 Within two years of finishing undergraduate school 23% 5 More than two years after finishing undergraduate school 14% 6 Never 2% N=272 N=391 N=59 N=30 N=29 N=363 1 Before undergraduate school 15% 21% 22% 30% 14% 19% 2 First or second year of undergraduate school 14% 12% 19% 7% 7% 8% 3 Third year or last year of undergraduate school 31% 27% 34% 23% 48% 27% 4 Within two years of finishing undergraduate school 24% 22% 15% 37% 17% 25% More than two years after finishing undergraduate 5 14% 15% 7% 3% 14% 19% school 6 Never 3% 3% 3% 0% 0% 3% Students planning to enroll in graduate school indicated two prime times when they knew they wanted to attend graduate school: during the third or last year of their undergraduate program (29%) or within two years of finishing undergraduate school (23%). A higher percentage of Hispanic students (48%) indicated they knew they wanted to attend graduate school in their third or last year of their undergraduate program compared to other students. Page 25

31 Prior to Graduate School Question 5-D Approximately when, if ever, did you start to know you wanted to attend graduate school? Table B Students Enrolled in Graduate School N = Before undergraduate school 19% 2 First or second year of undergraduate school 14% 3 Third year or last year of undergraduate school 36% 4 Within two years of finishing undergraduate school 20% 5 More than two years after finishing undergraduate school 11% 6 Never 0% N=1029 N=1595 N=176 N=168 N=139 N= Before undergraduate school 17% 21% 20% 17% 27% 18% 2 First or second year of undergraduate school 13% 14% 16% 11% 8% 14% 3 Third year or last year of undergraduate school 38% 34% 31% 35% 34% 37% 4 Within two years of finishing undergraduate school 21% 19% 22% 21% 23% 19% More than two years after finishing undergraduate 5 10% 11% 10% 15% 7% 12% school 6 Never 1% 0% 1% 1% 1% 0% The greatest percentage of students (36%) currently enrolled in graduate school knew they wanted to attend graduate school in their third or last year of undergraduate school. Responses by students in all gender and race/ethnicity groups were similar. Page 26

32 Prior to Graduate School Approximately when, if ever, did you start to know you wanted to attend graduate school? Question 5-D Table C Students Who Completed Graduate School N = Before undergraduate school 15% 2 First or second year of undergraduate school 10% 3 Third year or last year of undergraduate school 36% 4 Within two years of finishing undergraduate school 23% 5 More than two years after finishing undergraduate school 16% 6 Never 1% N=857 N=1246 N=142 N=115 N=114 N= Before undergraduate school 14% 16% 11% 16% 23% 14% 2 First or second year of undergraduate school 10% 9% 11% 10% 9% 9% 3 Third year or last year of undergraduate school 37% 35% 40% 36% 28% 36% 4 Within two years of finishing undergraduate school 23% 22% 25% 25% 25% 22% More than two years after finishing undergraduate 5 16% 17% 11% 13% 15% 18% school 6 Never 1% 1% 2% 0% 0% 1% The greatest percentage of students (36%) who have completed their graduate degree knew they wanted to attend graduate school in their third or last year of undergraduate school. Responses by students in all gender and race/ethnicity groups were similar. Page 27

33 Prior to Graduate School Question 5-E Approximately when, if ever, did you start to apply to graduate school? Table A Students Planning to Enroll in Graduate School N = Before undergraduate school 1% 2 First or second year of undergraduate school 1% 3 Third year or last year of undergraduate school 29% 4 Within two years of finishing undergraduate school 31% 5 More than two years after finishing undergraduate school 18% 6 Never 20% N=271 N=394 N=59 N=30 N=29 N=363 1 Before undergraduate school 3% 1% 3% 0% 0% 0% 2 First or second year of undergraduate school 1% 1% 3% 3% 0% 0% 3 Third year or last year of undergraduate school 35% 24% 46% 37% 28% 36% 4 Within two years of finishing undergraduate school 29% 32% 20% 30% 38% 34% More than two years after finishing undergraduate 5 20% 17% 10% 13% 17% 20% school 6 Never 12% 25% 17% 17% 17% 9% Students planning to enroll in graduate school indicated two prime times when they applied to graduate school: during the third or last year of their undergraduate program (29%) or within two years of finishing undergraduate school (31%). Asian students (46%) indicated they applied during their third or last year of college more so than at other times, but Hispanic students (38%) indicated they applied within two years of finishing college more so than at other times. Page 28

34 Prior to Graduate School Question 5-E Approximately when, if ever, did you start to apply to graduate school? Table B Students Enrolled in Graduate School N = Before undergraduate school 1% 2 First or second year of undergraduate school 1% 3 Third year or last year of undergraduate school 45% 4 Within two years of finishing undergraduate school 32% 5 More than two years after finishing undergraduate school 21% 6 Never 0% N=1032 N=1596 N=177 N=168 N=139 N= Before undergraduate school 1% 1% 2% 0% 1% 1% 2 First or second year of undergraduate school 1% 1% 2% 2% 2% 1% 3 Third year or last year of undergraduate school 45% 45% 42% 42% 41% 43% 4 Within two years of finishing undergraduate school 33% 31% 35% 30% 31% 33% More than two years after finishing undergraduate 5 19% 22% 19% 25% 24% 22% school 6 Never 0% 0% 0% 1% 0% 0% Students currently enrolled in graduate school indicated two prime times when they applied to graduate school: during the third or last year of their undergraduate program (45%) or within two years of finishing undergraduate school (32%). Responses by students in all gender and race/ethnicity groups were similar. Page 29

35 Prior to Graduate School Approximately when, if ever, did you start to apply to graduate school? Question 5-E Table C Students Who Completed Graduate School N = Before undergraduate school 1% 2 First or second year of undergraduate school 1% 3 Third year or last year of undergraduate school 37% 4 Within two years of finishing undergraduate school 32% 5 More than two years after finishing undergraduate school 28% 6 Never 1% N=855 N=1247 N=142 N=114 N=114 N= Before undergraduate school 1% 1% 1% 1% 1% 1% 2 First or second year of undergraduate school 1% 1% 1% 1% 0% 2% 3 Third year or last year of undergraduate school 39% 36% 45% 31% 32% 32% 4 Within two years of finishing undergraduate school 31% 34% 32% 38% 34% 28% More than two years after finishing undergraduate 5 28% 28% 20% 29% 33% 36% school 6 Never 1% 1% 1% 1% 0% 1% Students who have completed their graduate degree indicated two prime times when they applied to graduate school: during the third or last year of their undergraduate program (37%) or within two years of finishing undergraduate school (32%). Some differences were seen in responses by students by race/ethnicity, with Asian students (45%) indicating they applied in their third or last year of undergraduate school more frequently than other groups. Page 30

36 Prior to Graduate School Question 6 While considering graduate school, who did you go to (or are you going to) for information? Table A Students Planning to Enroll in Graduate School N = Friends, students or coworkers 74% 2 Faculty member(s) 57% 3 Current graduate student(s) 53% 4 Academic advisor 46% 5 Parent(s) 43% 6 Institutional program 31% 7 Significant other 31% 8 Employer 21% 9 Career counselor 18% N=276 N=396 N=59 N=30 N=31 N=365 1 Friends, students or coworkers 71% 77% 71% 77% 74% 78% 2 Faculty member(s) 64% 53% 58% 60% 58% 58% 3 Current graduate student(s) 52% 53% 54% 43% 52% 52% 4 Academic advisor 45% 46% 42% 53% 55% 46% 5 Parent(s) 41% 44% 42% 30% 29% 48% 6 Institutional program 29% 33% 27% 17% 32% 38% 7 Significant other 27% 34% 34% 37% 23% 32% 8 Employer 19% 23% 17% 23% 16% 26% 9 Career counselor 14% 20% 20% 27% 16% 15% Students were asked to select all choices that applied to them. Students planning to enroll in graduate school indicated that peers (74%), faculty members (57%), and current graduate students (53%) were their top three sources for obtaining information about graduate school. Black students (53%) and Hispanic students (55%) indicated that their academic advisor was one of their top sources for obtaining information about graduate school in addition to peers (77% and 74%, respectively) and faculty members (60% and 58%, respectively). Page 31

37 Prior to Graduate School Question 6 While considering graduate school, who did you go to (or are you going to) for information? Table B Students Enrolled in Graduate School N = Friends, students or coworkers 70% 2 Faculty member(s) 67% 3 Current graduate student(s) 53% 4 Academic advisor 45% 5 Parent(s) 44% 6 Institutional program 30% 7 Significant other 27% 8 Employer 19% 9 Career counselor 10% N=1040 N=1601 N=181 N=168 N=140 N= Friends, students or coworkers 72% 70% 69% 57% 72% 74% 2 Faculty member(s) 66% 68% 74% 71% 61% 67% 3 Current graduate student(s) 52% 53% 57% 46% 51% 52% 4 Academic advisor 45% 46% 45% 49% 46% 48% 5 Parent(s) 42% 46% 43% 38% 39% 49% 6 Institutional program 24% 33% 33% 40% 31% 28% 7 Significant other 25% 28% 23% 21% 27% 31% 8 Employer 18% 21% 18% 18% 18% 22% 9 Career counselor 9% 10% 11% 16% 14% 9% Students were asked to select all choices that applied to them. Students currently enrolled in graduate school responded that peers (70%), faculty members (67%), and current graduate students (53%) were their top three sources for obtaining information about graduate school. Black students indicated that their academic advisor (49%) was one of their top sources for obtaining information about graduate school in addition to peers (57%) and faculty members (71%). Page 32

38 Prior to Graduate School While considering graduate school, who did you go to (or are you going to) for information? Question 6 Table C Students Who Completed Graduate School N = Friends, students or coworkers 64% 2 Faculty member(s) 58% 3 Current graduate student(s) 41% 4 Academic advisor 36% 5 Parent(s) 37% 6 Institutional program 31% 7 Significant other 24% 8 Employer 16% 9 Career counselor 10% N=863 N=1249 N=143 N=115 N=115 N= Friends, students or coworkers 62% 56% 52% 44% 55% 63% 2 Faculty member(s) 62% 64% 69% 55% 57% 62% 3 Current graduate student(s) 44% 39% 49% 33% 34% 41% 4 Academic advisor 37% 35% 38% 37% 37% 37% 5 Parent(s) 34% 39% 32% 23% 31% 40% 6 Institutional program 25% 34% 42% 37% 26% 29% 7 Significant other 23% 25% 15% 12% 21% 28% 8 Employer 15% 17% 16% 10% 16% 18% 9 Career counselor 11% 10% 9% 10% 11% 9% Students were asked to select all choices that applied to them. Students who have completed their graduate degree responded that peers (64%), faculty members (58%), and current graduate students (41%) were their top three sources for obtaining information about graduate school. Responses by students in all gender and race/ethnicity groups were similar. Page 33

39 Prior to Graduate School Question 7 While considering graduate school, how much encouragement did you get (or are you getting) for attending from...? Table A Students Planning to Enroll in Graduate School N = Varies Mean 1 Friends, students or coworkers 51% 2 Faculty member(s) 64% 3 Current graduate student(s) 52% 4 Academic advisor 64% 5 Parent(s) 67% 6 Institutional program 55% 7 Significant other 67% 8 Employer 52% 9 Career counselor 53% 1 Friends, students or coworkers 53% 50% 40% 68% 52% 49% 2 Faculty member(s) 58% 71% 58% 76% 71% 68% 3 Current graduate student(s) 50% 52% 52% 67% 44% 51% 4 Academic advisor 57% 71% 54% 69% 73% 65% 5 Parent(s) 65% 68% 63% 78% 67% 67% 6 Institutional program 48% 60% 50% 50% 71% 55% 7 Significant other 68% 66% 64% 100% 67% 67% 8 Employer 45% 56% 44% 67% 100% 53% 9 Career counselor 41% 57% 20% 75% 50% 57% For the sources consulted in Question 6, students planning to enroll in graduate school were strongly encouraged to consider graduate school by faculty members (64%), academic advisors (64%), parents (67%), and significant others (67%). Fewer Asian students and male students said they were strongly encouraged by faculty members (both 58%) or their academic advisor (54% and 57%, respectively) compared to other students. (Note that the sample size varies depending on responses to Question 6.) Page 34

40 Prior to Graduate School Question 7 While considering graduate school, how much encouragement did you get (or are you getting) for attending from...? Table B Students Enrolled in Graduate School N = Varies 1 Friends, students or coworkers 60% 2 Faculty member(s) 78% 3 Current graduate student(s) 57% 4 Academic advisor 74% 5 Parent(s) 79% 6 Institutional program 63% 7 Significant other 73% 8 Employer 63% 9 Career counselor 56% 1 Friends, students or coworkers 53% 64% 46% 72% 67% 61% 2 Faculty member(s) 77% 79% 73% 81% 85% 80% 3 Current graduate student(s) 53% 60% 46% 80% 69% 55% 4 Academic advisor 75% 74% 68% 71% 81% 76% 5 Parent(s) 75% 81% 78% 82% 91% 77% 6 Institutional program 59% 65% 61% 55% 84% 62% 7 Significant other 70% 75% 58% 79% 84% 74% 8 Employer 55% 68% 73% 55% 70% 64% 9 Career counselor 48% 60% 50% 54% 78% 57% For the sources consulted in Question 6, students currently enrolled in graduate school were strongly encouraged to consider graduate school by faculty members (78%), academic advisors (74%), parents (79%), and significant others (73%). Some differences were seen by race/ethnic groups, with nearly all Hispanic students (91%) indicating strong parental support. (Note that the sample size varies depending on responses to Question 6.) Page 35

41 Prior to Graduate School While considering graduate school, how much encouragement did you get (or are you getting) for attending from...? Question 7 Table C Students Who Completed Graduate School N = Varies 1 Friends, students or coworkers 57% 2 Faculty member(s) 75% 3 Current graduate student(s) 54% 4 Academic advisor 73% 5 Parent(s) 76% 6 Institutional program 62% 7 Significant other 75% 8 Employer 66% 9 Career counselor 58% 1 Friends, students or coworkers 50% 61% 53% 70% 67% 57% 2 Faculty member(s) 72% 77% 64% 76% 78% 77% 3 Current graduate student(s) 50% 56% 44% 69% 75% 53% 4 Academic advisor 71% 75% 56% 73% 82% 75% 5 Parent(s) 74% 78% 87% 92% 75% 72% 6 Institutional program 58% 64% 71% 56% 62% 63% 7 Significant other 76% 74% 65% 64% 78% 76% 8 Employer 59% 70% 70% 55% 80% 68% 9 Career counselor 53% 61% 50% 80% 67% 52% For the sources consulted in Question 6, students who have completed their graduate degree were strongly encouraged to consider graduate school by faculty members (75%), academic advisors (73%), parents (76%), and significant others (75%). Fewer Asian students said they were strongly encouraged by faculty members (64%) or their academic advisor (56%) compared to other students. (Note that the sample size varies depending on responses to Question 6.) Page 36

42 Graduate School Experience Question 8-A When you were considering graduate school, how much information did you receive about graduate school? Table A Students Enrolled in Graduate School N = As much as needed 66% 2 Less than needed 32% 1 None 2% Mean 2.65 SD 0.51 N=1037 N=1598 N=181 N=168 N=140 N= As much as needed 67% 66% 68% 73% 68% 68% 2 Less than needed 31% 32% 31% 23% 31% 31% 1 None 2% 2% 1% 4% 1% 1% Mean SD SD = Standard Deviation The majority of students (66%) currently enrolled in graduate school indicated they received as much information about graduate school as they needed. Responses by students in all gender and race/ethnicity groups were similar. Page 37

43 Graduate School Experience Question 8-A When you were considering graduate school, how much information did you receive about graduate school? Table B Students Who Completed Graduate School N = As much as needed 70% 2 Less than needed 28% 1 None 2% Mean 2.69 SD 0.50 N=861 N=1249 N=143 N=115 N=115 N= As much as needed 69% 71% 62% 81% 70% 73% 2 Less than needed 30% 27% 35% 17% 27% 26% 1 None 1% 2% 3% 2% 3% 1% Mean SD SD = Standard Deviation The majority of students (70%) who have completed their graduate degree indicated they received as much information about graduate school as they needed. Responses by students in all gender and race/ethnicity groups were similar. Page 38

44 Graduate School Experience Question 8-B When you were considering graduate school, how much information did you receive about potential careers? Table A Students Enrolled in Graduate School N = As much as needed 39% 2 Less than needed 52% 1 None 10% Mean 2.29 SD 0.63 N=1026 N=1591 N=181 N=167 N=139 N= As much as needed 39% 38% 32% 46% 38% 40% 2 Less than needed 53% 51% 61% 46% 55% 50% 1 None 8% 11% 7% 8% 6% 10% Mean SD SD = Standard Deviation About one half of students (52%) currently enrolled in graduate school indicated they received less information about potential careers than they needed. Responses by students in all gender and race/ethnicity groups were similar, but more Asian students (61%) indicated they had received less information than needed compared to other students. Page 39