Access to and success in higher education significantly impact occupational stability and mental wellness in the United States, with higher levels of education contributing to increased employability and wellness. Underrepresented first-generation, low-income (UFGLI) college students face particular challenges in attaining higher levels of education, which poses a problem of inequality in their pursuit of educational and career goals. This study investigated the influence of graduate school self-efficacy, self-efficacy for coping with barriers, and family influence on UFGLI students’ pursuit of graduate school. Only one subconstruct of graduate school self-efficacy (research self-efficacy) and family influences (family values) was found to be predictive of students’ pursuit of graduate school. We discuss these findings and provide recommendations for research and practice.
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