Prospective Students' Insights

Identifying Barriers to Graduate School

Abstract

Given recent attention to recruitment and retention of marginalized students in Technical and Professional Communication (TPC) graduate programs, this study identifies barriers and expectations of prospective applicants. The study argues that academic institutions must prioritize the voices and needs of applicants to shape program design and recruitment practices. Drawing inspiration from the social justice turn, this research aims to decenter the recruiting institution by offering actionable recommendations that align with applicants' aspirations within the limitations of existing academic structures.

Focus groups conducted at Historically Black Colleges and Universities (HBCUs) reveal the challenges undergraduates face when considering graduate education, including institutional rigidity, inadequate institutional support, and financial burdens. In light of the broader context of anti-diversity, equity, and inclusion (DEI) laws, which complicate efforts to foster inclusive environments, this study underscores the importance of mentorship, institutional backing, and targeted recruitment initiatives in enhancing access to graduate education. We provide readers with actionable recommendations for mitigating participant-identified barriers to graduate education—even in politically restrictive states—aiming to create more supportive and welcoming environments for marginalized applicants in search of TPC graduate programs.