Educational Alternatives, Volume 23, 2025

Abstract: This qualitative study explores how final-year chemistry students at Durham University perceive career opportunities and preparation in the chemical sciences, with a focus on comparing the experiences of minority ethnic and White students. Through semi-structured interviews, the research investigates students’ aspirations, perceived skill needs, and anticipated challenges in transitioning from university to industry. All participants highlighted the importance of hands-on practical skills, communication, and adaptability developed through university studies, but noted a significant gap between academic training and industry demands. Real-world experiences such as internships were seen as crucial for career development, yet access to these opportunities was perceived as limited. Support systems, including career services and mentoring, were valued by all students. Distinct challenges emerged by ethnic background: minority ethnic students reported additional barriers such as a lack of visible role models and difficulties integrating into the scientific community, while White students more frequently cited age discrimination and competitive job markets. The findings highlight the need for more inclusive environments, expanded access to industry placements, and tailored career guidance to support all students’ successful transition into the chemical workforce. These insights inform recommendations for universities and employers seeking to promote equity and resilience in chemistry career preparation.