Growing up in eastern Kentucky, women in technical fields were rare. My mother was an outlier. She had my brother at 14 and me at 20, and she used her GED to earn a degree in Electronics. At 120 pounds, she carried a 50-pound briefcase of tools to repair copiers, televisions, and radios. She was sometimes turned away from jobs by managers who didn’t believe a woman could fix a machine. This was the lens through which I viewed the technical workforce, and I knew I needed an education to get out of this cycle of poverty. As a woman interested in science, I suspected an uphill battle.
As a first-generation student, I had no roadmap for academia, but I entered college as part of a learning community, so I leaned on my peers. I joined study groups and surrounded myself with equally driven classmates. My peer-mentoring network (Estrada et. al., 2011), and the journey to my PhD, gave me confidence and lessons I now share with you.
Lesson 1 “Always make them tell you no.” When you hold back out of fear of rejection, the answer is already “No,” and you gave it to yourself. Read that again.
Lesson 2 “Take a seat at the table.” In the book Lean In, Sheryl Sandberg describes highly trained women choosing seats along the wall instead of at the boardroom table. It is time to take your seat, even when it feels uncomfortable. Your voice matters, but it can only be heard if you show up and use it.
Lesson 3 “Research experience opens doors.” Research experience builds the confidence, skills, and immersion needed to pursue graduate school, especially for first-generation, low-income, and historically underserved students (Lopatto, 2004). Ask faculty about opportunities on campus first. In addition, explore paid programs nationwide through the NSF ETAP repository or the RAIN Network, which have established PI’s who can help you develop the skills needed to thrive in STEM.
Lesson 4 “Find your tribe.” College is not meant to be navigated alone. Mentoring is especially important for first-generation, low-income, and historically underrepresented students, as well as for those navigating college without built-in support at home. Research shows that supportive mentoring can strengthen students’ sense of belonging and persistence, confidence, and academic success, particularly in STEM (Hansen et. al., 2024). Use the Advocates and Allies Mentoring Map to identify who is already in your tribe and where you may need additional support.
Lesson 5 “Be the person your friends see.” As the first person in my family to earn a four-year degree, I felt intimidated applying to a fully funded PhD program with a research stipend and tuition waiver. My best friend, who had helped me with my application materials, told me she would turn them in herself if I didn’t. She saw me as more competent than I felt I was. Looking back, her belief in me changed the course of my life. Trust the people who see your potential before you do.
Lesson 6 “Determine the graduate program qualifications.” Admission requirements vary by program but commonly include a minimum GPA, prerequisite coursework, GRE or GRE Subject Exam scores, English proficiency testing (TOSEL, for non-citizens), a personal and/or research statement, and at least 3 letters of recommendation. Check each program’s website for specifics and use a Graduate School Tracking Spreadsheet to ensure you meet all requirements and deadlines.
Lesson 7 “Write an effective personal statement.” Personal statements should be concise and begin with a “hook.” This personal story should explain “why” you are interested in science, or even better, a specific research project at the institution in which you’re applying. Don’t be afraid to sell yourself! The resources provided by Gabriela Cordova from DePaul University will be helpful.
Lesson 8 “Solicit strong letters of support.” Most programs require 3 references from professors, including your research advisor. When requesting a letter, provide your CV, program details, and personal statement. If a significant amount of time has passed since your last degree, provide context about your time with this person and why you are pivoting back to an advanced degree. Give at least a month’s notice and waive your right to view the letter as a show of trust in their honest evaluation.
Lesson 9 “Identify a graduate research mentor.” Graduate program websites include a list of departmental professors and links to their research pages or curriculum vitae. Review these and be open to any project that interests you. You can ask your undergraduate mentor to make introductions to researchers from their network. Additionally, you can reach out to the PIs directly via email or work with the graduate school staff to coordinate meetings.
Lesson 10 “Assistant, Associate, or full Professor? That is the question.” Faculty move through three professional ranks, and each has implications for your graduate experience. Assistant Professors are pre-tenure, meaning their livelihood depends on research outcomes. Expect high motivation and direct engagement, but also potential stress. The upside: they tend to be relatable, invested in your success, and eager to build their lab’s reputation. Word of caution, if the professor does not achieve tenure, they may be fired from the institution, leaving you to find a new mentor. Associate Professors have earned tenure, bringing job security and experienced training for graduate students. You may work directly with them or be mentored by a postdoc, research staff, or senior students in the lab. Full Professors lead well-established labs with long publication records and clear research agendas. One caution: if a full professor’s productivity has noticeably declined, it may signal they are winding down toward retirement.
Lesson 11 “Get the inside scoop.” Talk to current graduate students and ask direct questions: What are the work hours? Do they feel supported? Will you work directly with the PI, or will you be trained by a postdoc or a peer? Their answers will reveal whether the lab aligns with your working style and values, which are critical to your success.
Lesson 12 “Show me the Money.” Before committing to a lab, confirm the research is funded through — or close to — your expected graduation. Search your potential mentor’s active grants at the National Science Foundation (NSF) and National Institutes of Health (NIH). If full funding isn’t in place, assess whether the PI has strong prospects or collaborations to close the gap. PIs without active grants risk losing their position, which can significantly derail your graduate trajectory.
Lesson 13 “Productivity matters.” Publishing is essential in graduate school. Many programs require a first-author paper before you can defend. Before committing to a PI, review their CV or search PubMed and Google Scholar to assess publication frequency and whether their work aligns with your interests. Also, confirm those projects are funded through your expected graduation (see Lesson 12).
The path to graduate school is rarely straight, and for low-income, first-generation, or racially marginalized students, the lack of accessible guidance and support can make that path even harder to navigate. The lessons shared here are hard-won insights from someone who started without a roadmap. Whether you are first-generation, under-resourced, or simply unsure if you belong, try anyway. Remember to make them tell you “No.” The doors to graduate school are open if you dare to reach for them!
Additional Resources
Professional Development and Leadership Guidance:
- Sandberg, S. (2013). Lean in: Women, work, and the will to lead. Knopf. https://www.penguinrandomhouse.com/books/227762/lean-in-by-sheryl-sandberg/
Find Research Opportunities:
- National Science Foundation. (n.d.). NSF Education & Training Application: Search opportunities. https://etap.nsf.gov/search
- Regional Alliance of INBRE Networks (n.d.). Student Opportunities. https://rainresearch.org/student-opportunities/
Advocates and Allies Mentoring Map:
- Jewell, S. (2024, November). Conquering Imposter Syndrome and Embracing Your Authentic Potential [Worksheet]. 2024 S-STEM Scholars Meeting. https://sstemrec.aaas.org/wp-content/uploads/2026/05/Advocates-and-Allies-Mentoring-Map.pdf
Graduate School Application Manager:
- Jewell, S. (2026). GradTrack Application Manager. [Excel]. https://sstemrec.aaas.org/wp-content/uploads/2026/05/GradTrack-Application-Manager.xlsx
Letter of Recommendation Support:
- Curlin, J. (n.d). How to ask—and get—strong letters of reference. American Association for the Advancement of Science. https://www.aaas.org/programs/science-technology-policy-fellowships/how-ask-%E2%80%93-and-get-%E2%80%93-strong-letters-reference
Personal Statement Support:
- Cordova, G. (2025, October). Where STEM meets self: Writing a personal statement that owns your why [Slide deck]. 2025 S-STEM Scholars Meeting. https://sstemrec.aaas.org/wp-content/uploads/2025/11/Where-STEM-Meets-Self_Slide-Deck.pdf
- Cordova, G. (2025, October). Where STEM meets self: Writing a personal statement that owns your why [Worksheet]. 2025 S-STEM Scholars Meeting. https://sstemrec.aaas.org/wp-content/uploads/2025/11/Where-STEM-Meets-Self_Worksheet.pdf
Look up Active Grants of Potential Principal Investigators:
- National Science Foundation. (n.d.). Awards Simple Search. https://www.nsf.gov/awardsearch/simple-search/
- National Institutes of Health. (n.d.). RePORTER. https://reporter.nih.gov/
Acknowledgements
The author gratefully acknowledges the National Science Foundation S-STEM program for its sustained support of the Nevada State University Mentoring to Accelerate Retention and Change Outcomes in Science (MARCOS) Scholar Program (Award: 2526880 and previous award:1643777) and the ADVANCE Adaptation: Nevada State College – Pursuing Equity to Enhance Retention (PEER) (Award: 2204389). The undergraduate research experiences that shaped this journey were made possible by mentors, Dr. Patrick Cali and Dr. Debra Bautista at Eastern Kentucky University, supported by the KY INBRE (Award: P20GM103436-24). My undergraduate research was foundational to my ability to apply to graduate school and my persistence in STEM. Finally, thank you to my mother who taught me “Grit” before it became a buzzword.
References
Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103(1), 206–222. https://doi.org/10.1037/a0020743
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3(4), 270–277. https://doi.org/10.1187/cbe.04-07-0045
Hansen, M. J., Palakal, M. J., & White, L. (2024). The importance of STEM sense of belonging and academic hope in enhancing persistence for low-income, underrepresented STEM students. Journal for STEM Education Research, 7, 155–180. https://doi.org/10.1007/s41979-023-00096-8
