Abstract
ABSTRACT This paper examines the critical transition from undergraduate to graduate biomedical education and focuses on Hispanic/Latinx students who participated in a biomedical undergraduate research program at a Hispanic-Serving Institution located on the US-Mexico border. We use the community cultural wealth (CCW) framework to analyze 13 qualitative interviews about students’ experiences applying to graduate school in biomedical fields and how different program activities allowed students to navigate the graduate school application process. Our findings suggest that different programmatic activities (research experiences, research mentorship, workshops, family involvement, and advising) facilitated students’ graduate school application process by enhancing different types of cultural capital: aspirational, familial, social, navigational, and resistant.
Published Version
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