Many psychology majors desire to continue their education after earning a bachelor's degree in psychology. Gaining a graduate degree in psychology gives students more career opportunities than an undergraduate degree alone (American Psychological Association, 2007). In 2005, more than 57,000 students were enrolled in psychology graduate programs (Snyder, Dillow, & Hoffman, 2008). According to Rajecki, Lauer, and Metzner (1998), national surveys indicate that 61% of incoming psychology majors have plans for graduate school. Even though many students have psychology graduate school aspirations, only 27.4% of doctoral applicants and 57.4% of master's degree applicants were admitted in 2003 (Norcross, Kohout, & Wicherski, 2005). Because of the popularity of graduate study in psychology and low acceptance rates (i.e., demand exceeding supply), students need to be realistic in thinking about graduate school options. Additionally, psychology educators need to provide pertinent advice so that students can honestly access their prospects of graduate school admission. Although data exist about the number of applications from sources such as graduate admissions committees, very little is known about the perceptions of graduate school applicants themselves. Previous work in this area focuses on data that are more easily attainable, such as the perceptions of graduate school admissions committee members (Landrum, Jeglum, & Cashin, 1994) or the analysis of archival admissions data (Landrum & Clark, 2005) to extract variables that predict success. My interest here is to begin to systematically understand the graduate admissions process from the applicant's perspective. Graduate admissions committees (as indicated by applicants) continue to desire high grade point averages (GPAs), strong General Record Exam (GRE) scores, good letters of recommendation, and a personal desire to excel (Huss, Randall, Patry, Davis, & Hansen, 2002). Other expectations include strong study skills, regular class attendance, active class participation and motivation to learn (Scepansky & Bjornsen, 2003). Additionally, graduate admissions committees look for skills and experiences that will aid students complete their graduate program. Students that form relationships with professors through teaching and research assistant positions, conduct independent research projects for faculty, and present research at conferences (with faculty co-authors or sponsors) are more prepared for graduate school than those who do not form these relationships (Huss, et al., 2002), as well as other factors regarding the 'match and fit' of the applicant with graduate faculty. These faculty-student interactions are vital not only for a mentoring relationship, but higher quality interactions can allow for better letters of recommendation, which are key for students desiring to attend graduate school.
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