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Internship Recruitment & Selection at Minority Serving Institutions: A Thematic Analysis of Employer Perspectives
Michael A.R. Sanchez, MS & Mindi N. Thompson, PhD
HBCU Students Career Adaptability & Self-Efficacy Beliefs in the Academic Context: the Moderative Effects of Subjective Social Status
Kevon Williams, B.A., Pilar Gauthier, M.S. & Mindi Thompson, Ph.D., H.S.P.
Turenne-Akram, T., Wolfgram, M., Collet-Klingenberg, L., & Yu, H. (2022). What can we learn from research about internships for students with disabilities? Preliminary results from the survey of the College Internship Study. Center for Research on College-Workforce Transitions (Research Brief #19). University of Wisconsin–Madison.
Abstract: Internships in higher education provide academic and career development opportunities during college and post-graduation. There have been many studies that focus on the benefits of participating in an internship. However, there are significant barriers to accessing internships that can arise as a result of the students’ socio-economic status, their limited time, family obligations, academic commitments (Hora, et al., 2019), as well as raced, classed, gendered and other intersectional identity-factors (Wolfgram et al., 2021). This brief uses the findings of the College Internship Study to understand internship participation for students with disabilities and discusses the lack of research on how disability-stigma impacts students’ access to internships.
Multiple Internships: A Ladder or a Treadmill?
Wolfgram, M., & Ahrens, V
On the Intersectional Amplificatin of Barriers to College Internships Participation
Tamanna Akram, Matthew Wolfgram, and Brian Vivona
Five Factors Influencing the Academic Experiences and Career Trajectories of HMoob American Students at UW-Madison
The Paj Ntaub Research Team: Lena Lee, Payeng Moua, Bailey Smolarek, Ariana Thao, Mai Neng Vang, Matthew Wolfgram, Odyssey Xiong, Pa Kou Xiong, Ying Yang Youa Xiong, and Lisa Lab Yang
