Abstract
Increasing the number of racially and ethnically underrepresented students who pursue scientific graduate studies in programs focusing on science and aging offers an opportunity to increase the number of aging specialists while simultaneously promoting diversity in the research labor market and supporting new ideas. This case study aims to better understand how students participating in an academic preparatory program experience a writing class contextualized within (1) students' writing background and (2) students' future ambitions related to science and aging. The individually-tailored writing class was taught as a critical component of a comprehensive educational program that targets underrepresented racial and ethnic minority undergraduate students who are interested in pursuing scientific graduate studies in fields related to aging. The researchers conducted semi-structured qualitative interviews with students (n = 4) enrolled in the 24-month fellowship training program, which included participation in the writing course during the summer prior to their senior year of undergraduate education. All participants were young adult college students who identified as Black or African American and female. Using thematic coding, statements about professional writing skills were divided into four primary themes: (1) prior experiences, (2) class experiences, (3) future goals and ambitions, and (4) structural considerations. These themes suggest potential implications for effective interventions aimed to advance the writing skills and academic and career readiness of racially and ethnically diverse students entering fields of science and aging.
Highlights
According to United States (US) census projections, the US population is both “graying and browning;” that is, rapidly becoming older and more racially and ethnically diverse [1, 2]
Though this study provides important insights into the experiences of Black undergraduate students in a PWIbased academic preparatory program, it does not include the experience of other underrepresented minority groups
For students attending Historically Black Colleges and Universities (HBCUs) who plan to apply to graduate-level programs at predominately white institution (PWI), professional writing instruction may bridge gaps for both students who feel prepared and for students who feel unprepared
Summary
According to United States (US) census projections, the US population is both “graying and browning;” that is, rapidly becoming older and more racially and ethnically diverse [1, 2]. Increasing the number of science, technology, engineering, and mathematics (STEM) students who pursue scientific graduate studies in programs focusing on science and aging offers an opportunity to increase the number of aging specialists while simultaneously promoting new ideas and new perspectives. These opportunities are challenged by a poor fit between undergraduate student writing skills and expectations for graduate school entry. Scientific writing is essential for scholarly activities such as publishing peerreviewed journal articles, submitting abstracts for conference presentations, and completing grant proposals These activities, in turn, prepare students to be competitive on the job market, empowering productive professionals and leaders in their fields. Students may feel less prepared for the “writing demands and other requirements of graduate education and professional careers” [(5), p. 1]
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