Many graduate programs are sincerely invested in fostering diversity and increasing the number of students from underrepresented backgrounds who will contribute to our discipline.But increasing representation is only one step needed to address inequities, disparities, and injustices.Helping all students thrive, and have an equal opportunity to achieve their educational goals requires the creation of “safe spaces” in which demographic differences are understood, appreciated, and considered in larger educational systems.This chapter discusses a frequently overlooked identity characteristic that can significantly impact the graduate school experience:being a first-generation college student.

Graduate training in psychology is both an exciting and challenging time for all students. However, there are both historical and contemporary elements that can make training in graduate programs in psychology particularly unique for students of color. The purpose of this chapter is to provide an overview of the realities but also the possibilities for graduate trainees of color in psychology.

Matriculation into graduate school comes with changes in academic expectations, but often in ways that graduate students are not expecting.This chapter offers advice regarding the students’ most adaptive approaches to coursework, getting started with research, and a spirit of experimentation while adapting to new workstyles.Addressing both the emotional experiences that accompany the start of graduate school and the professional challenges, this chapter should help all students worry less and find focus during an objectively confusing transition period.

Impostor syndrome refers to internal beliefs of intellectual incompetence among high-achieving individuals that are typically accompanied by difficulties internalizing success and chronic fears of being discovered as a “fraud.” Graduate school is a prime context for impostor cognitions to flourish, given the unique stressors and experiences that often characterize this unique academic stage. Despite the largely ubiquitous nature of impostor syndrome among graduate students (and professors), impostor cognitions are rarely openly discussed, nor are the factors that make this harmful thinking pattern worse. Thus, the purpose of this chapter is to provide an overview of impostor syndrome, factors that may influence the intensity of impostor cognitions, and ways that graduate students can adaptively navigate these unhelpful ways of thinking.

Unlike pre-med or pre-law resources available on most college campuses, remarkably few compendia are available to explain the nature of, and application process for graduate school in doctoral psychology programs.This chapter offers detailed information regarding the options for graduate school in psychology and the application process to get in.

Trends suggest that a substantial and increasing number of psychology students are working in post-baccalaureate (post-bacc) research assistant (RA) positions to gain additional experience prior to applying to graduate programs. However, few resources exist to guide students in pursuing RA positions and making the most of them. This chapter reviews factors to consider when determining whether to pursue a post-bacc RA position, provides guidance for finding and obtaining these positions, and shares suggestions for how to best prepare for graduate school during the post-bacc years. A comparison of the unique training and professional development opportunities afforded by volunteer and paid RA positions is provided, and participation in national and regional psychology conferences is emphasized.