ABSTRACT
Minority research and training (MRT) programs utilize interventions aimed at increasing student persistence toward the completion of undergraduate degrees and continuation into doctoral degrees. Numerous studies identify these support interventions as essential components for positive outcomes among underrepresented students, including research experiences, social integration, mentorship, and financial support. Many of these previous studies utilize quantitative design involving current program participants or program alumni who continued into graduate programs. This pilot study employed a multiple case study with a narrative approach involving participants of an MRT program who completed a BSc degree but did not subsequently matriculate into a doctoral program. The cross-case analysis identified perceived barriers deterring continuation into doctoral degree programs among former MRT participants. Results from this study add student voice to the current literature and provide recommendations to better serve underrepresented students in the STEM disciplines.
