Research Results (Qualitative)
In addition to the quantitative data, respondents who chose to answer the free-response questions provided valuable feedback on career development needs, mentorship experiences, program accessibility, and community engagement.
Key Themes & Patterns
1. Desire for a Structured, Year-Specific Career Development Curriculum
Students repeatedly expressed interest in a clearly scaffolded, multi-year support model that evolves with their needs.
One student proposed:
“Freshman: Intro to Amherst
Sophomore: Intro to Internships
Junior: Internships and life after Amherst
Senior: Life after Amherst.”
Another emphasized the importance of early intervention:
“First year and sophomore year seem vital to me now in retrospect.”
A respondent who graduated expressed regret over the lack of postgrad preparation:
“I graduated last December and I feel lost about next steps. I feel like I am being deprogrammed after leaving college.”
2. Mentorship Needs: Depth, Structure, and Training
While mentorship was frequently mentioned, many found the current model underwhelming, with a clear need for structure and training.
On the lack of engagement:
“My MJ experience has been pretty lackluster. I was given a cohort and upperclassman, but we never met and they don’t even say hi to me.”
On mentor support:
“Mentors should have more support in finding a theme for meetings… Intro meetings are accompanied by a fun activity instead of sitting in Val together.”
On the value of mentorship if done well:
“Sharing my point of view and experience, bringing awareness about the program, supporting new fellows.”
3. FGLI-Specific Career Preparation
Students emphasized a need for programming that reflects their lived experiences and systemic barriers.
Topics requested include:
“How to navigate unspoken rules of the job application process, financial skills, anything related to pre-health track.”
Another added:
“Webinars and workshops to prepare the student for pre and post internship timeline… managing and building self-esteem foundation and nervous system regulation.”
A compelling suggestion:
“Maybe like treks specifically designed for first-gen students?”
4. Accessibility, Clarity, and Communication
Students raised concerns about awareness of eligibility, funding transparency, and overall communication.
From a transfer student:
“We had no idea we were eligible for Meiklejohn or even how we could use that to our advantage.”
On funding process:
“Immediate access to funding without having to go through a process to get it.”
Another suggested:
“Monthly/bi-monthly opportunities email, more transparency with how to use the money.”
5. Community-Building & Low-Barrier Engagement
Several students called for more informal, approachable events to foster connection and involvement.
One student shared a creative idea:
“Internship Parties; getting together and stockpiling FGLI-friendly summer and postgrad opportunities… and sharing some snacks. It’s giving ‘Let’s Talk S’MORE About STEM’ but we’re locked in.”
On format and flexibility:
“Step-in, step-out kind of participation is super helpful during midterms.”
6. Support for Specialized Pathways (International, Pre-Health, Graduate School
Some students highlighted under-addressed needs for support tailored to specific identities or career paths.
International student:
“How to enter the job market as an international, low-income student.”
Others requested:
“Support related to going into academia,” and “support related to going into law school.”
Outliers & areas of disconnection
1. Auto-Enrollment Without Engagement
Some students reported being enrolled in the program but never receiving meaningful support or interaction.
One student stated bluntly:
“I was auto-enrolled and don’t feel like I was ever included in the Meiklejohn program because I didn’t have an opportunity to use the summer money.”
2. Mentorship That Felt Performative or Directionless
Even when paired with mentors, the relationships were described as uninspired or ineffective without structure.
A candid reflection:
“It felt a lot like an assignment for everyone involved… my mentor was shy and expected us to come with questions, and we expected her to have some kind of plan.”
3. Limited Outreach to Transfers
Transfer students repeatedly noted feeling left out due to lack of targeted orientation or Meiklejohn-specific guidance.
“I know fellow transfers and I would have appreciated a certain session devoted to how we can use it, who is there for us to support us.”
4. Lack of Clarity on Purpose and Benefits
Several responses suggest confusion about the program’s goals and benefits.
One student shared:
“I never really understood what the MJ program was good for.”