Graduate Student and Faculty Perspectives about Graduate School

Abstract

There has been little research concerning how entering students view graduate education (e.g., perceive their role or the control they have over the academic environment). This study investigated perceptions of the student role and expectancies of student control among entering clinical psychology graduate students and clinical faculty in nine psychology departments. Findings indicated that students arrived on campus with role perceptions generally in line with those of faculty, concerning which qualities are considered important for student success. After a semester in the program, student perceptions were even more similar to faculty perceptions. Other findings revealed expectancies of diminished control (i. e., students perceived less of an impact on the student–faculty relationship and more of a need to comply with disliked program policies after their first semester than they had anticipated before entering graduate school). Because students appear to know what it takes to succeed in graduate school, efforts might be more effectively directed toward helping them assert control over their environment and cope with stress.