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Fetter, A. K., & Thompson, M. N. (2023). The impact of historical loss on Native American college students’ mental health: The protective role of ethnic identity. Journal of Counseling Psychology, 70(5), 486–497. https://doi.org/10.1037/cou0000686 
Abstract: Culturally relevant stressors and protective factors are vital to understanding and effectively supporting Native American/Alaska Native (NA/AN) college students’ mental health and well-being. This study examined the theorized pathways among historical loss, well-being, psychological distress, and the proposed cultural buffer of ethnic identity in the indigenist stress-coping model (ISCM). Cross-sectional data were collected via online survey and analyzed using structural equation modeling. Participants were a national sample of 242 NA/AN college students. Participants were predominantly women (n = 185; 76%) and median age was 21 years. Partial support was found for the ISCM. Participants reported frequent thoughts of historical loss, which were associated with lower well-being and higher levels of psychological distress. Ethnic identity moderated the relationship between historical loss and well-being such that those with stronger ethnic identities reported a weaker relationship between historical loss and lower well-being. Results underscore the importance of culturally specific risk and protective factors in NA/AN college students’ resiliency and inform needed interventions and systemic change in higher education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Impact Statement: Native American (NA) and Alaska Native (AN) college students experience some of the most significant educational inequities in the United States but little research focuses on specific and unique pathways for resilience within this population. Evidence suggests that historical loss is a relevant stressor for NA/AN college students and having a strong ethnic identity protects students’ well-being. Creating greater educational equity requires higher education institutions to address this stressor and explicitly support students’ ethnic identities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Keywords: Native American · Alaska Native · Mental Health · Higher Education · Well-being · Historical Loss · Ethnic Identity
Jang-Tucci, K., Hora, M.T. & Zhang, J. Gatekeeping at work: a multi-dimensional analysis of student, institutional, and employer characteristics associated with unpaid internships. High Educ (2024). https://doi.org/10.1007/s10734-024-01254-6
Abstract:
Internships are recognized globally as a high-impact practice that substantially enhances students’ future prospects. However, concerns persist about their legality and potentially exclusionary nature. While prior research indicates participation varies based on key variables, such as gender and major, empirical work remains limited and tends to focus on univariate or single-actor explanations. We employ multi-actor models from management studies to analyze survey data (n=1153) from 13 U.S. institutions, nine of which are minority-serving institutions (MSI). The data reveal that only 30.3% of the students participated in internships, of which 43.4% were unpaid. Linear probability analysis results indicate that contrary to expectations, individual demographic characteristics, such as gender, were not signifcant predictors of internship compensation on their own. Instead, academic,
institutional, and employer characteristics emerged as signifcant predictors. Interaction analysis results highlight the combined efects of race, gender, major, MSI status, and employer characteristics in predicting participation in unpaid internships. Further, the data suggest that gender efects are largely infuenced by academic major afliation, emphasizing that unpaid internships do not uniformly afect all students but are predominant in specifc sub-groups. We conclude by proposing a strategy to eliminate unpaid internships in the interest of transformative social justice work.
Keywords: Work-based learning · Access · Unpaid internships · Minority-serving institutions · Inequality · Student success · Multi-actor frameworks · Linear probability model
Hora, M. T., Wolfgram, M., Huerta, A. H., Lee, C., & Gopal, A. (2022). A multilevel, agent-centered analysis of intersectionality in a Hispanic-Serving Institution: The case of college internship access for Latinx students. AERA Open, 8, 1-15. https://doi.org/10.1177/233285842211021
Wolfgram, M. & Ahrens, V. (2022). One internship, two internships, three internships … more!’: Exploring the culture of the multiple internship economy, Journal of Education and Work, https://doi.org/10.1080/13639080.2022.2036713