Barriers to Inclusion Experienced by Biological Science Graduate Students at a Mid-Sized Canadian University: A Mixed-Methods Research Study

Abstract

Graduate student development has the potential to flourish when participation in the academic experience is accompanied by respect and inclusion. We utilized a mixed methods approach (online survey and focus groups) to identify inclusion barriers experienced by biological science graduate students that prevent them from full engagement in their graduate experience and negatively influence their development. Forty-six percent of graduate students surveyed identified discrimination as a barrier, but only 5% reported these experiences to university authorities/administration. Identified inclusion barriers were related to: i) financial literacy and equity, ii) recruitment and admissions, iii) student well-being, and iv) accessibility. Proposed solutions to address these barriers include financial aid awareness, mental health and cultural sensitivity training, increased mentorship opportunities, and improved communications with students. Mobilizing student affairs professionals to move research into practice, establishing institutional polices that outline clear expectations for graduate programs and implementing defined processes for reporting barriers to inclusion could also help improve graduate student development and experience.