Support Systems in Graduate School: Experiences of Low-income, Academically Talented, First Generation Engineering Masters’ Students in a Rural State

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 2
  In Roundtable Session: Rural Students Reimagined: Identity, Belonging, and Access in Higher Education

Abstract

This qualitative study explores the internal and external support systems that influence the academic success of low-income, academically talented, first-generation engineering Master’s students within the context of a scholarship program in a predominantly rural state. Qualitative data analysis of semi-structured interviews with 13 participants reveals the role of advisor relationships, peer networks, financial aid, and family support in sustaining graduate student motivation and helping them succeed. Internal university supports, including advisors and academic staff, provided guidance, accountability, and procedural clarity, while peer communities fostered belonging and academic collaboration. External support, particularly from families and workplaces, contributed emotional encouragement and logistical flexibility. Our findings highlight the impact of support systems in helping students navigate graduate school in a predominantly rural state.

Authors

• Rafael L da Silva, Boise State University

• Sharon Whightsil, Boise State University

• Lisa A Giacumo, George Mason University

• Arvin Farid, Boise State University