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Kisses of Death in the Graduate School Application Process
Abstract
A survey of psychology graduate admissions committee chairs revealed 5 categories of mistakes applicants make that diminish their probability of acceptance. We discuss 3 strategies that psychology departments can use to decrease the likelihood that students will commit these mistakes in their graduate school applications and provide suggestions that will help students avoid these mistakes.
The ideal student, seen through the eyes of graduate faculty, is gifted and creative, very bright and extremely motivated to learn, perfectly suited to the program, eager to actively pursue the lines of inquiry valued by the faculty, pleasant, responsible, and devoid of serious personal problems.
—Keith-Spiegel & Wiederman (2000, p. 32)
... Peterson (2021) describes how decisionmakers may assume the applicant is unprepared, incapable, or a liability. This commonly held bias is especially prevalent in academic departments, where a reference to less apparent dis/abilities such as mental illness is considered a "kiss of death" in the graduate application process (Appleby & Appleby, 2006). Alternatively, waiting to disclose a dis/ability until after being awarded an opportunity can damage one's relationship with their employer and peers (Peterson, 2021). ...
... Peterson (2021) describes how decision-makers may assume the applicant is unprepared, incapable, or a liability. This commonly held bias is especially prevalent in academic departments, where a reference to less apparent dis/abilities such as mental illness is considered a "kiss of death" in the graduate application process (Appleby & Appleby, 2006). Alternatively, waiting to disclose a dis/ability until after being awarded an opportunity can damage one's relationship with their employer and peers (Peterson, 2021). ...
... Similarly, dis/ability carries the stigma of being unprepared, incapable, and a liability (Peterson, 2021). This commonly held implicit bias is especially prevalent in academic departments, where a reference to less apparent dis/abilities such as mental illness is considered a "kiss of death" in the graduate application process (Appleby & Appleby, 2006). In particular, students with mental health dis/abilities may anticipate others will respond with discrimination and prejudice and thus choose to avoid disclosure . ...
It is essential to include all individuals who can contribute to research, education, and society, especially those from diverse backgrounds and abilities. Yet dis/abled1 graduate students have been ignored in institutional policies, departmental practices, instruction, advising, and research. Responding to this gap in knowledge, I explore the experiences of seven Science, Technology, Engineering, and Mathematics (STEM) graduate students with less apparent dis/abilities. The study included two sequential phases of data collection through virtual interviews and qualitative analysis of the participant responses. I chose to highlight three
topics in my dissertation: alienation, the culture of productivity, and interpersonal
relationships. This dissertation explores the participants’ Stories (spelled with a capital S) and the impacts of these phenomena on their professional advancement, social relationships, wellbeing, health, and academics. It also offers opportunities to broaden awareness; challenge bias and violence; honor student agency; emancipate learners and educators from systems of oppression; support the supporters; and share resources and opportunities.
... It is difficult to ascertain how clinical, counseling, and school psychologists perceive self-relevant research in the absence of formal studies. What we can infer is limited to circumstantial evidence drawn from commentaries (e.g., Gardner et al., 2017), advice guides (e.g., Devendorf, 2022), and survey research (e.g., Appleby & Appleby, 2006), all of which may be outdated and lacking representation of the field's selfrelevant research views. These sources do not provide conclusive answers about how the field views selfrelevant research, but they provide clues that psychologists and trainees have conflicting attitudes about self-relevant research and its disclosure. ...
... Stigma occurs when people express prejudice (e.g., agreement with negative stereotypes) and support for, or engagement in, discrimination toward stigmatized groups (Rüsch et al., 2005). Scholars have noted that prejudice toward self-relevant research may manifest as agreement with stereotypes that self-relevant research is biased, partial, and selfish (Appleby & Appleby, 2006;Gardner et al., 2017;Sumerau, 2016). These stereotypes, if adopted, may lead scientists to question the credibility, trustworthiness, and authority of their colleagues who conduct self-relevant research (Altenmüller et al., 2021;Rios & Roth, 2020), which may result in adverse professional repercussions (e.g., rejection from graduate school, job, promotion) and even workplace bullying ( J. I. Harris et al., 2022). ...
... Supporting this warning, a recent review concluded that disclosing one's mental illness on graduate applications may diminish one's chances of getting admitted-even for strong applicants-across mental health professions (Salzer, 2022). A survey of 457 psychology graduate programs identified self-relevant research as one such "kiss of death" in the admissions process to justify why applicants are rejected (Appleby & Appleby, 2006). Similar risks of discrimination may exist for faculty who disclose self-relevant research. ...
How often do clinical psychologists have a lived experience with, or close connection, to their research? Does the field of psychology accept this “me-search”? We undertook the first investigation of self-relevant research (aka “me-search”) and attitudes toward self-relevant researchers in a representative North American sample ( N = 1,776) of faculty, graduate students, and other individuals affiliated with doctoral programs in clinical, counseling, and school psychology. More than 50% of participants had conducted self-relevant research, and those from minoritized backgrounds were more likely to conduct self-relevant research. When judging experimentally manipulated vignettes, participants who had not engaged in self-relevant research made more stigmatizing judgments of self-relevant research and self-relevant research disclosure than did those who engaged in self-relevant research. Psychologists and trainees had more negative attitudes toward self-relevant research on mental health topics (suicide, depression, schizophrenia) than physical health topics (cancer). We discuss how prejudice toward self-relevant research and mental illness negatively impacts ongoing diversity and inclusion efforts from within clinical psychological science.
... Extensive research has identified numerous barriers contributing to the substantial underrepresentation of racial/ethnic minorities and first-generation students in graduate programs (Silverstein et al., 2023;Toyokawa & DeWald, 2020). These barriers encompass pressures favoring immediate employment over pursuing graduate education (Holley & Gardner, 2012;Leyva, 2011), explicit bias and discrimination in graduate admissions (Milkman et al., 2015), inadequate mentorship (Maton et al., 2011), and insufficient knowledge and preparedness for the graduate school application process (Appleby & Appleby, 2006;Cochran et al., 2017). Cochran et al. (2017) explored the hurdles faced by prospective students from racial and ethnic minorities during the graduate program application process. ...
College students majoring in psychology often lack knowledge concerning the amount of education required for their desired career goals. For example, many psychology majors do not realize the necessity of attending graduate school to pursue certain careers. The present study sought to assess the effectiveness of a brief intervention designed to increase knowledge about postbaccalaureate education and careers in psychology and other related fields. Forty-eight psychology undergraduate students attended a graduate school information session in the spring of 2023. During the session they received information about various graduate degrees in psychology and how to prepare application materials. All students completed a knowledge test and career decision-making scale before and after the session. Results showed a significant increase in knowledge about graduate school and career self-efficacy after the session. The session was especially beneficial in reducing knowledge equity gaps based on racial identity and generation status. These findings underscore the potential of brief, cost-effective interventions to enhance career readiness. Educational institutions, especially those who primarily serve students from underrepresented backgrounds, should consider implementing similar programs to support students pursuing careers in psychology or related fields that require postbaccalaureate education.
... Along similar lines, our study replicated the frequently reported finding that letters of recommendation, good grades, and a student's GPA (all are non-HIPs) are highly important for and increase the chances of graduate school admission success (cf. Appleby & Appleby, 2006;Landrum et al., 2022;Littleford et al., 2018). The unique contribution of this paper is the finding that other HIPs are rated as being of only low to moderate importance. ...
Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.
... With that in mind, undergraduate students who seek graduate training in psychology may benefit by developing the background and skills to succeed in the competition for acceptance into graduate school (Landrum et al., 2022;Lang et al., 2022). To do so, students and professors need to be aware of what graduate admissions committees are looking for in the applicants they select (Appleby & Appleby, 2006;Littleford et al., 2018). ...
Background
Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study.
Objective
We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022.
Method
A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors.
Results
The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance.
Conclusions
Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations.
Teaching Implications
Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.
... However, like university students broadly, there also seems to be stigma, a negative attribute that causes personal devaluation, towards psychology students with mental illness. For example, Victor et al. [12] illustrated that ratings of 'emotional instability' from non-validated scales are included in many current psychology graduate school application systems and, previously, Appleby and Appleby [27] described the disclosure of mental illness in students' psychology graduate school applications as a 'kiss of death'. Woof et al. [8] also found that psychology undergraduate students with lived experience of mental illness described that the delivery of the course content relating to mental disorders often triggered their own mental health condition. ...
This paper explores the lived experience of mental illness within the field of psychology across higher education and the mental health workforce. There is a high prevalence of mental health issues among psychology students and practitioners, and it is critical not only to provide support for these populations, but also to acknowledge the value of leveraging their lived experience within their education and practice. There has been increased interest in and advocacy for the involvement of those with lived experience of mental illness within mental healthcare service provision to improve patient experiences and outcomes. However, there have been limited acknowledgment and research regarding the role of psychologists with personal lived experiences of mental illness, and how to leverage this experience. Further, there are challenges faced by both psychology students and practising psychologists with lived experience that act as barriers to leveraging their unique skills and experiences. Psychology students with lived experience face stigma, inadequate support, and incongruence between the course material and their personal experiences. Similarly, practising psychologists with lived experience encounter stigma and isolation, indicating the need for a culture change that promotes transparency and understanding. The paper calls for research in five key directions to provide evidence that can be used to support and leverage lived experience in psychology.
... Applicants' approaches to varying components of their application materials may be heavily influenced by inequality in cultural and social capital (e.g., Garcia et al., 2021;Ramirez, 2011) as well as the maintenance of the hidden curriculum (Calarco, 2020). For example, in a study of 88 admissions committee chairs' perspectives on "kisses of death" in psychology graduate admissions processes, Appleby and Appleby (2006) identified five categories that represented reasons to reject otherwise strong applicants, including "damaging personal statements, harmful letters of recommendation, lack of program information, poor writing skills, and misfired attempts to impress" (p. 19). ...
The mechanisms for preparing future faculty are of vital importance for the future of postsecondary education. Not only do the policies, practices, and procedures of doctoral education shape the development of prospective scholars, they also determine who is granted access to research training, who succeeds within their academic programs, and who ultimately aspires to and obtains a faculty position. The purpose of this chapter is to review existing knowledge about the role of graduate-level training in the development of college and university faculty in the USA, offering a critical examination of academic pathways and establishing future directions for research. We review this literature against a backdrop of structural inequity, academic capitalism, inequitable access to academic and social capital, and student agency. We point to larger forces and specific practices that contribute to social reproduction within the academy, as well as those that have potential to restructure training and scholarship within academic disciplines. This chapter identifies cross-cutting themes that reflect ongoing challenges in understanding the convergence of institutional, disciplinary, and societal structures with the agency of individuals whose array of identities, motivations, goals, and needs are their own.
... Stereotypes about those who have received a mental health diagnosis loom large, including fears that individuals with lived experience might be biased, "too close" to research, incapable, or irrational. The authors discuss a recent survey of graduate admissions directors for a psychology program in which "disclosures of personal mental health issues [came to be known] as a 'kiss of death' in the admissions process" (Appleby andAppleby 2006, cited in Jones andBrown 2013). Additional difficulties for those seeking to attain a standpoint through academic pathways include accommodations, mentoring, climate, and discrimination (Jones and Brown 2013). ...
As participatory research practices are increasingly taken up in health research, claims related to experiential authority and expertise are frequently made. Here, in an exploration of what grounds such claims, we consider how feminist standpoint theory might apply to the psy sciences (psychiatry, psychology, psychotherapy, psychoanalysis, and so on). Standpoint theory claims that experiences of marginalization and critical engagement can lead to a standpoint that offers an epistemic advantage within a domain of knowledge. We examine experiences of marginalization and critical engagement in the mental health system, as well as evidence for epistemic advantages resulting from these experiences. This evidence, found in the identification of problematic assumptions and the development of new tools and theories in the field, grounds our argument that standpoint theory is indeed relevant to the psy sciences and that many of those who have experienced marginalization and have engaged critically have an epistemic advantage when it comes to knowledge-production. The implications of this argument are significant: those who have attained a standpoint within the psy sciences ought to be included in research and given both tools and funding to develop research programs. However, we must be wary of the risks of tokenization, cooptation, and essentialization that are likely to accompany such a transformation.
Applying to graduate school can be particularly challenging for students from historically minoritized backgrounds due to a hidden curriculum in the graduate admissions process. To address this issue, a team of volunteer STEM trainees established the Científico Latino Graduate Student Mentorship Initiative (CL-GSMI) in 2019 to support applicants from historically minoritized backgrounds. CL-GSMI is designed to improve access to critical resources, including information, mentorship, and financial support, and has assisted 443 students in applying and matriculating to graduate school. Using program evaluation data from 2020 to 2021, we highlight areas in graduate school admissions that can be improved to promote equity and inclusion.
This book is more than a "memoir" of my twenty-three years of experience as a graduate school counselor. It is also the distillation of contributions that thousands of people made to this project, many of whom I do not even know.
Numerous original surveys, some of which were very labor-intensive for those who completed them, were conducted to uncover and validate information that will be of invaluable use to prospective graduate students. The more than 1,500 respondents—graduate school support staff, graduate school faculty, undergraduate faculty, graduate and undergraduate students, American Psychological Association division representatives, and state psychological association and other professional organization staff—gave of their time and expertise so that I might enlighten my readers well beyond the scope of my own experinces. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
identify the components of advising / examine implementation strategies / summarize our recommendations for advising undergraduate psychology majors
what can advisers and advising programs do to assist [undergraduate] students in developing educational plans that reflect their academic, personal, and career needs / address this question by analyzing (a) advising relationships, (b) content areas, (c) resources and training, (d) student diversity, and (e) evaluation / describe the dynamics or conditions for enhancing respect and shared responsibility / describe salient features of decision making (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Most undergraduate psychology majors do not opt for graduate school but attempt to enter the workforce. We surveyed employers in 3 regions of the United States to assess the importance of qualities, skills, and abilities that psychology graduates need. Results indicate that the 5 most important qualities, skills, and abilities to employers are listening skills, desire and ability to learn, willingness to learn new and important skills, getting along with others, and ability to work with others as part of a work team. Faculty members advising students may wish to emphasize the importance of these people and teamwork skills in an effort to ensure that students have a sense of what is important to employers.