To what extent should I mention unpleasant undergraduate experience in a graduate school statement of purpose? (pure math) I have not enjoyed my undergraduate math program, primarily because it is not challenging enough - not enough advanced courses offered, too few research opportunities, classes are just not at the level I feel they should be for junior-senior math majors. I am choosing to apply to grad schools (pure math) which I know have elite and challenging programs. I do not want to spend 5 years repeating this undergraduate experience. In the statement of purpose one is asked to explain why they are applying to the particular program. Should I mention this desire to have a more challenging, competitive environment, as compared to the undergraduate program, as a reason? I do have other substantial things I will write about, but I'm wondering if I should also mention this, as it is one of the main motivations I have for applying to the programs I am applying to.
Thanks.
I think you'd disserve yourself by making such a &quot;complaint&quot;. Colleges have limited resources, and especially these days tend to be squeezed by administration... to offer ever-fewer courses, as ridiculous as that sounds. (Our graduate program at an R1 in the U.S. currently is under even-more-extreme pressure in this direction, for financial reasons that are themselves fairly non-sensical, but nevermind. It's essentially impossible to &quot;argue&quot; with higher administration...)
Read books (or notes, from on-line). Get advice from faculty on books/notes.
Do not be passive. Be eager. Even if the environment wasn't what you'd have wished, that's not really an obstacle, just &quot;less help&quot;.
And, as in comments, it would be unwise to give the impression that you &quot;need to be pushed&quot; to do anything. I am aware that there is some notion that this is ok, but it is corruptive to one's thinking to sit and wait... Do not be passive.
EDIT: in response to your comment appended to the original question... I'd recommend that you not feel disappointed that your were &quot;not challenged in class&quot;. Things don't have to work as challenge-and-response. Can be opportunities...
I'd agree that a sluggish environment can drag a person down... but, well, don't let your environment determine you, even if it has an effect.
If anything, a person could argue that a not-too-stimulating environment is a nice quiet environment, so that a person is not coerced...