EXPLORING THE REPORTED OUTCOMES AND EXPERIENCES OF GIFTED ALUMNI FROM HISTORICALLY UNDERSERVED AND UNDERREPRESENTED COMMUNITIES AT A RESIDENTIAL SELECTIVE PUBLIC SCHOOL

This study examines the self-reported postsecondary, professional, leadership, and financial outcomes of alumni from a selective public residential STEM high school in the United States with a particular focus on historically underrepresented students. Using a convergent parallel mixed-methods design, the study integrates quantitative data from an institutional 2019 Alumni Survey (N = 1,734) with qualitative data from semi-structured interviews (N = 13). Quantitative data were analyzed using regression analyses to compare alumni outcomes across race/ethnicity, first-generation college status, gender, cohort, and sending-school context, while qualitative data were analyzed thematically to explore the experiences, supports, barriers, and recommendations of historically underrepresented alumni. Quantitative findings indicate that postsecondary outcomes were the most consistent across groups, whereas professional outcomes showed greater variability. Leadership outcomes were broadly positive and largely similar across groups. In contrast, financial outcomes demonstrated the most pronounced differences. The largest disparities were observed in private business ownership, personal income, financial anxiety and satisfaction, STEM degree attainment, STEM employment, ideal job attainment, entrepreneurship, community volunteer engagement, and the highest level of education. Some historically underrepresented subgroups demonstrated higher outcomes in a limited set of areas—entrepreneurship, community engagement, and private business ownership—while also reporting higher levels of financial anxiety and a greater likelihood of attaining a bachelor’s degree rather than graduate-level degrees. Qualitative findings provide insight into the mechanisms underlying these patterns. Alumni from historically underrepresented backgrounds described how their experiences were shaped not only by institutional conditions but also by differences in prior preparation, exposure, and access to academic, social, informational, and cultural resources before enrollment relative to their peers. Participants reported entering the selective public residential high school with varying levels of access to advanced coursework, familiarity with postsecondary and career pathways, and forms of capital that support educational navigation and success both within the institution and beyond. These differences influenced how students approached their academic experiences, accessed and engaged with opportunities, and navigated the transition into a rigorous academic and residential environment. Alumni further reflected on how institutional structures—including academic systems, advising, instruction, financial supports, and the residential model—both mitigated inequities and, in some cases, reproduced them or introduced new challenges. This study underscores the importance of equity-focused institutional practices and ongoing intersectional analysis to ensure that access to opportunities translates into equitable outcomes for all students. Specific recommendations for institutional policy and practice are provided.