Beyond the Bachelor's: The Relationship Between Undergraduate Research Participation and Graduate School Enrollment

Abstract

After almost a decade of increases in graduate school enrollment in the early 2000s, the rate of growth in enrollment has slowed. Various governmental agencies, higher education institutions, and philanthropic organizations allocate significant resources to enhance the enrollment and completion rates of graduate study among students. Undergraduate research is one activity often associated with student success, particularly for those who plan to pursue graduate degrees. This study utilized the 2016/17 Baccalaureate and Beyond Longitudinal Study to examine relationships between undergraduate research experiences and graduate school outcomes. It focused on a nationally representative cohort of college graduates, including students from various socioeconomic backgrounds defined by parental education and family income, such as first-generation, low-income, and continuing-generation middle and high-income students. Results indicate that students who participated in research as undergraduates were more likely to be continuing-generation students compared to first-generation students; have higher rather than modest undergraduate GPAs; be involved in activities on campus; and attend privately funded institutions, highlighting the disparity in access to research opportunities. Results from sequential logistic regression models demonstrate that, for the full sample of college graduates, participating in research is positively associated with both aspiring to earn a graduate degree and applying to graduate school. However, these relationships varied across socioeconomic groups. Additionally, the relationship between research experience and graduate school enrollment was sensitive to students' enrollment method. Students who enrolled in graduate school without directly applying (for example, via combined BA/MA or employer-sponsored programs) experienced a positive relationship between research and enrollment. This study contributes to understanding the relationship between undergraduate research and the pathway to graduate school by utilizing nationally representative empirical data and separately analyzing students from diverse socioeconomic backgrounds. The findings underscore the necessity for higher education institutions and policymakers to enhance access to undergraduate research and diversify the types of enrichment provided to students who might want to pursue graduate study. Federal and institutional policies should continue to prioritize undergraduate research opportunities, but also address barriers that prevent students from fully taking advantage of research experiences, such as financial barriers that may prevent low-income students from participating in research, and increase research opportunities at public institutions. Future research should explore the mechanism through which undergraduate research experiences influence graduate outcomes across socioeconomic groups.