Analysis of Survey Results: Closing the Gap Between Intention and Impact
The Meiklejohn Fellows Program was created to support first-generation, low-income (FGLI) students by expanding access to internships and career development. While the quantitative data shows general awareness of the program, the qualitative responses reveal deeper issues: inconsistent engagement, lack of clarity, and unmet needs.
Students shared confusion about their status as Fellows, limited interaction with mentors, and uncertainty about how to use program benefits. At the same time, they expressed strong interest in more structured support, tailored programming, and community-building opportunities.
This section highlights six key themes from the data, showing that while the program’s mission is strong, its implementation often falls short. To truly support FGLI students, Meiklejohn must evolve into a program that is not only accessible—but also clear, consistent, and connected to students’ lived experiences.
1. Varying Degrees of Engagement Reflect Uneven Access and Clarity
- Only one respondent rated their experience as “Excellent,” while eight stated they have not had a positive experience in the program.
- Several students noted confusion about their status as Fellows—particularly those auto-enrolled (Class of 2025)—or expressed that they never meaningfully engaged.
- One respondent said, “I was auto-enrolled and don’t feel like I was ever included,” and another shared, “I’m still not sure what the benefits of the program are.”
These findings reflect my central claim: that access without orientation—or support without personalization—still leaves FGLI students speaking a foreign language.
Insight: Expanding intentional, structured onboarding and year-specific touchpoints can help demystify the program and clarify its benefits early on.
2. Demand for FGLI-Specific Career Support Is Clear and Consistent
The responses demonstrate a strong desire for targeted, identity-conscious support that speaks directly to the lived realities of FGLI students:
- Students called for programming on financial literacy, post-grad transitions, cold-emailing, and unspoken rules of job searching.
- One student suggested hosting “internship parties” that bring FGLI students together in a relaxed setting to share resources and advice—underscoring the need for low-barrier, high-value engagement.
- Several wanted career treks, panels, and seminars built specifically with FGLI needs in mind.
Insight: There is a clear appetite for practical, community-affirming programming that equips students not just with opportunities, but with cultural fluency in the professional world.
3. Junior Year is a Critical, Undersupported Moment
Interviews and survey responses confirm that junior year—where students are expected to transition from exploring to executing—is when support is most urgently needed:
- 9 out of 12 respondents identified junior year as a crucial time for targeted support.
- A recent graduate stated, “I feel lost about next steps,” confirming the gap between access to resources and usable guidance in the final years.
- Others noted the need for summer prep in sophomore year and job search support in senior year, reinforcing your proposal for a tiered curriculum.
Insight: A cohort-based model that scaffolds career development across all four years would directly address the evolving needs of Fellows and “hold” students during times of transition.
4. Student Leadership Structures Are Widely Supported
The proposal to embed a student advisory board and peer mentorship structure into the program was strongly validated:
- 11 of 14 students expressed interest in joining a board (depending on time commitment).
- 6 students said they would “definitely” want to serve as a peer mentor; 5 said “maybe.”
- Responses emphasized valuing mentors with shared majors, approachable personalities, and real experienceover shared identities alone.
One student highlighted the need for more structure and creativity in mentorship meetings—a call for mentorship that builds connection, not just resume lines.
Insight: There is not only interest in leadership opportunities but a readiness among students to co-create the program, reinforcing the call for shared ownership and community-based design.
5. A Specialized FGL Curriculum Has Strong Support
All 14 respondents expressed interest in a tailored FGLI curriculum, with 10 saying they would “definitely” participate and 4 saying it would “depend on the topic.” When asked what such a curriculum should include, students proposed:
- Internship and job application strategies
- Alumni networking and LinkedIn building
- Budgeting and moving post-graduation
- A year-by-year breakdown of milestones
Insight: Students are not only asking for programming—they’re already imagining the content. This affirms the viability of a curriculum that is built with student input and responsive to their needs at each stage of college.
6. A Desire for Belonging and Community-Building
At its heart, the proposal asks how the Meiklejohn Fellows Program can be a community, not just a resource. The data supports this shift:
- Students repeatedly mentioned the value of being “welcomed” or “supported,” even when they didn’t fully engage.
- Suggestions for lighthearted, casual events, peer mentorship, and cohort bonding point toward a desire to build collective identity among Fellows.
- Several students offered to help with planning, organizing, or facilitating events—a sign of untapped leadership potential.
Insight: FGLI students want spaces that are not only professionally useful but personally affirming—spaces where they feel seen, heard, and held.
Conclusion: A Program With Promise, Ready to Evolve
The research confirms that the Meiklejohn Fellows Program is rooted in a strong mission, but its structure must evolve to meet the changing and diverse needs of the students it serves. The data validates the proposal for:
- A tiered, year-specific career curriculum
- A cohort model organized by class year
- A student advisory board
- Peer mentorship based on lived experience
- Programming that is community-oriented, flexible, and culturally responsive
In analyzing the quantitative and qualitative data in conversation with one another, I would like to note that while a majority of respondents indicated satisfaction with aspects of the Meiklejohn Fellowship on a surface level (e.g., awareness of the stipend or basic program benefits), the qualitative responses reveal deeper concerns about uneven engagement, a lack of structured guidance, and unmet needs—particularly among transfer, international, and first-generation low-income students. These written reflections help contextualize the numerical trends by showing that, even when students are technically participating in the program, they may not be experiencing its full potential. This disconnect suggests that improving clarity, communication, mentorship structure, and FGLI-specific programming could significantly increase both the perceived value and actual impact of the Meiklejohn Fellowship.