Strengthening pathways to graduate education on Guam by addressing the hidden curriculum: Results from a program evaluation

The hidden curriculum, or unwritten rules and expectations of students as they apply to graduate school, prevents many individuals from historically underrepresented backgrounds from accessing graduate school and STEM careers. This can be especially important for geoscience, as it remains one of the least diverse fields in STEM. This study presents results from a pilot program designed for undergraduate students and faculty in the Guam community to address the hidden curriculum and broaden participation in the geosciences on Guam. An external evaluator administered surveys and conducted interviews with student and faculty participants. Data indicated that student participants improved their knowledge of the hidden curriculum and confidence in applying to graduate school. Additionally, students reported feeling more connection with peers and faculty and an increase in confidence working in STEM, sense of belonging, STEM identity, and interest in STEM careers. Most participants in the faculty workshop reported an improved understanding of the hidden curriculum and a commitment to adjusting admission policies and mentoring practices. This study provides support for an intervention that institutions of higher education might consider to address the disparity in graduate admissions for students from historically underrepresented backgrounds, especially within the geosciences.