Exploring access to postgraduate research: Perceptions and experiences of ethnic minority students at a Post-92 United Kingdom university

This study explored the perceptions and experiences of racially minoritised students and staff in accessing and participating postgraduate research (PGR) at a UK post-92 university. Framed through the Theory of Possible Selves (PST), the study used focus group discussions to examine aspirations, barriers, and support mechanisms related to PGR participation by collecting data from undergraduate, master's, and doctoral students and staff. Findings revealed that aspirations are driven by intrinsic motivations, such as intellectual growth, and extrinsic factors, including career advancement. Key barriers include financial constraints, the complexities of the application process, and balancing academic and personal responsibilities. Participants highlighted the need for culturally relevant mental health services, mentoring programs, and tailored support systems. Recommendations include enhancing financial support, streamlining application procedures, and implementing peer mentoring schemes to foster a supportive and inclusive environment for racially minoritised students in PGR programs. These findings highlight the need for institutional reforms to address systemic inequities and promote greater access, success, and inclusivity for racially minoritised communities in higher education (HE).