The study proposes to examine the identity, ethnic, and attachment variables related to college adjustment among graduate students enrolled in a Ph.D., Psy.D or Master's level psychology program across the United States. In particular the study aims to investigate that the ability to adjust to a graduate school setting can be influenced by an individual's sense of self and connectedness to both family relationships and to his or her ethnic cultural. Studies which investigate the relationship between those variables on the adjustment of graduate students are scarce or non-existent. According to the literature, an individual commits to an ideological (ego) identity domain: achieved, diffused, foreclosed, or moratorium (Marcia, 1966). Research also indicates that a relationship exists between a person's identity and parental attachment, where adults who developed a secure parent-child relationship are better equipped to adjust to various settings (Ainsworth, Blehar, Waters, & Wall, 1978; Hall & Brassard, 2008). Furthermore, research has not integrated ethnicity as an important factor to consider when examining identity development; therefore, this research aims to include ethnic development as it relates to adjustment. The study consisted of 239 psychology graduate students at a Master's and Doctoral level. There were no overall significant differences in attachment styles among participants with an Achieved, Moratorium, or Diffused status. The results also indicate that the correlation between ethnic identity development and graduate school adjustment were not significant. However, results suggested a significant correlation exists between an individual's parental attachment, ego development and ethnic identity on adjustment. Specifically, results suggested that individuals who report a secure attachment are more likely to have an achieved ego identity and a strong ethnic identity, as well as better adjustment to graduate school.
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