Summary
The four papers are related to a randomized prevention pilot trial that compared doctoral students who participated in a federally funded 3-week multi-year preparatory program–at no costs to students–designed to increase retention and success of first-generation and historically underrepresented graduate students–with control doctoral students. The first presentation will discuss the format and evaluation of a graduate education training program aimed to serve underrepresented graduate students and their families. The second presentation will highlight the results of focus groups held with underrepresented graduate students and their families during the graduate education training program. The third presentation will discuss the validation of a measure used to assess family involvement during graduate school (FIGS). The fourth paper highlights family support, well-being, and sense of belonging for students who attended the graduate education training program compared to a control group. Future research and implications for academic institutions will be explored.

Objectives

• To examine how institutions of higher learning can support historically underrepresented graduate students and their families with targeted programming
• To analyze historically underrepresented graduate students’ perspectives of supportive family roles and their own well-being
• To reflect on experiences and information shared to brainstorm possible ideas for practice and for future research

Subject Codes: well-being, family relations, context
Population Codes: graduate students, diverse but not representative, Family Life Education
Method and Approach Codes: program evaluation, measurement development, systems thematic analysis

Summary
The four papers are related to a randomized prevention pilot trial that compared doctoral students who participated in a federally funded 3-week multi-year preparatory program–at no costs to students–designed to increase retention and success of first-generation and historically underrepresented graduate students–with control doctoral students. The first presentation will discuss the format and evaluation of a graduate education training program aimed to serve underrepresented graduate students and their families. The second presentation will highlight the results of focus groups held with underrepresented graduate students and their families during the graduate education training program. The third presentation will discuss the validation of a measure used to assess family involvement during graduate school (FIGS). The fourth paper highlights family support, well-being, and sense of belonging for students who attended the graduate education training program compared to a control group. Future research and implications for academic institutions will be explored.

Objectives

• To examine how institutions of higher learning can support historically underrepresented graduate students and their families with targeted programming
• To analyze historically underrepresented graduate students’ perspectives of supportive family roles and their own well-being
• To reflect on experiences and information shared to brainstorm possible ideas for practice and for future research

Subject Codes: well-being, family relations, context
Population Codes: graduate students, diverse but not representative, Family Life Education
Method and Approach Codes: program evaluation, measurement development, systems thematic analysis

Summary
The four papers are related to a randomized prevention pilot trial that compared doctoral students who participated in a federally funded 3-week multi-year preparatory program–at no costs to students–designed to increase retention and success of first-generation and historically underrepresented graduate students–with control doctoral students. The first presentation will discuss the format and evaluation of a graduate education training program aimed to serve underrepresented graduate students and their families. The second presentation will highlight the results of focus groups held with underrepresented graduate students and their families during the graduate education training program. The third presentation will discuss the validation of a measure used to assess family involvement during graduate school (FIGS). The fourth paper highlights family support, well-being, and sense of belonging for students who attended the graduate education training program compared to a control group. Future research and implications for academic institutions will be explored.

Objectives

• To examine how institutions of higher learning can support historically underrepresented graduate students and their families with targeted programming
• To analyze historically underrepresented graduate students’ perspectives of supportive family roles and their own well-being
• To reflect on experiences and information shared to brainstorm possible ideas for practice and for future research

Subject Codes: well-being, family relations, context
Population Codes: graduate students, diverse but not representative, Family Life Education
Method and Approach Codes: program evaluation, measurement development, systems thematic analysis

Summary
The four papers are related to a randomized prevention pilot trial that compared doctoral students who participated in a federally funded 3-week multi-year preparatory program–at no costs to students–designed to increase retention and success of first-generation and historically underrepresented graduate students–with control doctoral students. The first presentation will discuss the format and evaluation of a graduate education training program aimed to serve underrepresented graduate students and their families. The second presentation will highlight the results of focus groups held with underrepresented graduate students and their families during the graduate education training program. The third presentation will discuss the validation of a measure used to assess family involvement during graduate school (FIGS). The fourth paper highlights family support, well-being, and sense of belonging for students who attended the graduate education training program compared to a control group. Future research and implications for academic institutions will be explored.

Objectives

• To examine how institutions of higher learning can support historically underrepresented graduate students and their families with targeted programming
• To analyze historically underrepresented graduate students’ perspectives of supportive family roles and their own well-being
• To reflect on experiences and information shared to brainstorm possible ideas for practice and for future research

Subject Codes: well-being, family relations, context
Population Codes: graduate students, diverse but not representative, Family Life Education
Method and Approach Codes: program evaluation, measurement development, systems thematic analysis