The SOAR Graduate Access Preparation Program (GAPP)is focused on demystifying the graduate school process for historically underrepresented, undocumented, low-income, first-generation, and other underserved populations. The goal is to increase graduate program enrollment, retention, and graduation rates. For the 2026-27 academic year, GAPP will select 20 students to join the cohort. Participation requires a two-quarter commitment and enrolling in a 1.3 unit course.

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1) 1.3 Seminar Unit series that will include:
a. An Orientation and overview: Community building with Graduate mentor & field study intern
b. What is graduate school & the core components of graduate school
c. Diversity matters in graduate education
d. How to research graduate programs & creating your action plan for applying
e. Mentorship and faculty research
f. Statement of Purpose/Personal Statement writing
g. Financing graduate school, searching and applying for fellowships
h. Graduate Student Panels (networking/connecting with current graduate school)
i. Closeout: Student portfolio presentations and exit survey. 

2) Graduate Student in-residence mentorship

3) Students will need to attend 2 office hour sessions with the Graduate student in residence throughout each quarter.
a. Students who apply, are accepted into the cohort, and complete 2 quarters of the program will have the opportunity to receive two free grad school waivers to UCI.

On a sunny afternoon, the SOAR Director and GAPPSOAR Graduate Fellow sat down with students from the Graduate Access Preparation Program (GAPP) to discuss their experiences and success in the program. Here are some highlights from the conversation:

Q: What inspired or influenced you to apply to graduate school?

“I initially came in as a Bio Sci major as a first-year student during the pandemic. The year was heavily focused on public health, which made me decide to switch my major to Public Health. This influenced my decision to go into Epidemiology and Biostats, which would give me a better idea of how pandemics work, how other people attain these illnesses, and how we could address health disparities. Being accepted into Public Health will help me achieve this goal.” – Michelle Torrico (she/her), Public Health Sciences

“I had no plans of going into graduate school, and I had no idea how to get there. I’m a first-generation student. Although my sister went to college, she’s just two years older than me and was navigating the system at the same time. My first year was during COVID, so it was online. Fortunately, I joined the Latinx Student Psychological Association and got connected with Dr. Castellanos. She began asking me about post-grad plans, which ignited the idea of graduate school. Dr. C helped me get connected with a lot of resources on campus, along with experience in her lab and other opportunities. Being involved in spaces like SOAR and the Basic Needs Center increased my confidence and solidified my decision to go to graduate school. Once I joined the GAPP course with the help of Jennifer and Paulina, I solidified my decision at the beginning of my fourth year. Their help was amazing, and I was lucky to get into a program at CSU Long Beach.” – Alex Martinez (she/her/ella), Psychological Science

“The GAPP influenced my decision to go to grad school; I wasn’t considering it before entering the program. Doing the research assignments during the course helped me look at programs and the main things I wanted to study. Another major influence was my internship at the Department of Homeland Security at the end of my third year. Shadowing special agents made me decide I wanted to go into law enforcement. Researching grad programs and finding a forensic psychology program that fit perfectly with my goals was the final piece.” – Andrea (she/her), Political Science & Criminology

“I aspire to be a math teacher so I wanted to pursue a graduate degree to be the best educator I could be.” – Kayla (she/her), Educational Sciences & Psychological Sciences

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Q: What impact did GAPP have on your grad school applications?

“The GAPP helped me get a sense of what program I wanted to pursue, therefore allowing me to research what materials I had to compile and who I had to contact beforehand. It was especially helpful being that I was in my junior year.” – Kayla (she/her), Educational Sciences & Psychological Sciences

“The GAPP provided us with great examples of questions for the personal statement, helping me stay organized and structured. It prepared me for what to expect during the application process, which reduced my fear of answering application questions. I also appreciated the sessions on both written personal statements and interviews, as my program required an interview.” – Andrea (she/her), Political Science & Criminology

“The GAPP course offered numerous benefits, especially the connections with Paulina and Jennifer. Their mentorship was crucial, providing insights and advice on navigating the application process. The office hours where Jennifer reviewed my personal statement were incredibly helpful. Practicing interview sessions and receiving feedback was also valuable, helping me feel more confident and prepared.” – Alex Martinez (she/her/ella), Psychological Science

“Similar to Alex, the GAPP was instrumental in my success. Without it, I might not have been accepted on my first try. The program clarified the differences between undergrad and grad school applications and provided a vital support system. Having someone to discuss my worries with made a significant difference, especially as the first in my family to apply to grad school.” – Michelle Torrico (she/her), Public Health Sciences

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Q: What criteria did you consider when applying to your graduate programs and which programs did you get into?

“I’m going to USC for my MPH in Biostats and Epidemiology. USC’s strong networking system and its integration with the School of Medicine were major factors. The program’s location in a lower socio-economic area of LA, where public health is critical, also influenced my decision.” – Michelle Torrico (she/her), Public Health Sciences

“I was accepted into CSU Long Beach’s Counseling Psychology program. The hands-on experience at their on-site clinic, close advisor connections, and focus on diversity were key factors. The program’s flexibility, offering both a thesis and an exam option, was also important to me.” – Alex Martinez (she/her/ella), Psychological Science

“I chose California Baptist University because it offers hands-on fieldwork rather than just computer-based learning. The integration of a religious aspect in law enforcement and the support system provided were also significant factors. I appreciated that they eliminated the thesis requirement.” – Andrea (she/her), Political Science & Criminology

“I had originally planned to apply to UCI and UCLA but ended up only applying to UCI after realizing the deadline for UCLA passed. So really, the decision was made for me. But I chose these two programs because I wanted a master’s in education but also wanted my teaching credential, and they both offered that in SoCal for a reasonable timeline. These were essentially my criteria.” – Kayla (she/her), Educational Sciences & Psychological Sciences

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Q: How did you balance your time between preparing for grad school applications and other commitments while still being a student?

Alex: “It was challenging. Senioritis and burnout hit hard, but the GAPP course motivated me to continue. Setting boundaries with family and friends, focusing on self-care, and making time for myself were crucial strategies.”

Andrea: “I managed my time by prioritizing my application early in the quarter when my coursework load was lighter. Touring the campus and asking questions helped me prepare, and I recommend knowing deadlines and pacing yourself.”

Michelle: “Balancing was tough with my required practicum, but the GAPP kept me on track. Breaking down the application process into smaller tasks and having supportive friends were key. Rewarding myself for completing tasks also helped.”

Kayla: “GOOGLE CALENDAR. I put everything on my calendar, from classes to planning movie nights. It helped me keep track of everything. I wouldn’t always make it to every event, but I became okay with that because I knew I was working towards something.”

These students’ experiences highlight the transformative impact of the GAPP in preparing them for graduate school, demonstrating the program’s success in supporting underserved populations through their academic journeys.