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Hora, M., Jang-Tucci, K., & Zhang, J. (2022). Gatekeeping at work: A multi-dimensional analysis of student, institutional, and employer characteristics associated with unpaid internships. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Summary: While internships are recognized as a high-impact practice, concerns persist about their legality and exclusionary nature. Prior research indicates that participation varies by key variables (e.g., gender, major), but empirical work is limited. We draw on multi-actor models of personnel transfer and intersectionality to analyze survey (n=1,153) data from 13 institutions, nine of which are MSIs. A linear probability model reveals that major, MSI status, and employer characteristics predict participation in unpaid internships, with pairwise comparisons indicating differences based on racial groups within MSIs.We conclude with a strategy for eliminating unpaid internships as part of transformative social justice work.
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.
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
Hora, M.T. (2022). Unpaid internships and inequality: A review of the data and recommendations for research, policy, and practice. Policy Brief #2. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Abstract: Internships can be “door openers” to opportunity and social mobility for college students, but unpaid internships pose considerable legal, ethical, and practical challenges. In particular, low-income and first-generation students may be unable to pursue unpaid positions, thereby acting as a discriminatory gatekeeping function that exacerbates inequality. In this policy brief, Associate Professor of Adult & Higher Education Matthew Hora first reviews the evidence regarding the prevalence of unpaid internships and the demographics of students pursuing them, followed by existing policy solutions and recommendations for future research, policy, and educational practice.
Wolfgram, M., Chen, Z., Rodríguez S., J., Ahrens, V., & Hora, M. (2022). Results from the one-year longitudinal follow-up analysis for the College Internship Study at Great Lakes Technical College. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Summary: This report includes findings from the second round of data collection (Spring 2021, T2) at Great Lakes Technical College (GLTC). The data collected at T2 of the study include an online survey of 205 students and 18 students’ follow-up interviews who participated in the first round of data collection (Spring 2020 or T1). These data are analyzed to provide faculty, staff, and leadership at GLTC with evidence based insights about the impacts of internship participation on students’ lives and careers.
Hora, M.T., Colston, J., Chen, Z., & Pasqualone, A. (2021). National Survey of College Internships (NSCI) 2021 Report: Insights into the prevalence, quality, and equitable access to internships in higher education. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Summary: This report includes findings from the 17-campus pilot phase of the National Survey of College Internships (NSCI) project, which included survey responses from 12, 130 college students. Data include new insights on the prevalence of internship participation in these institutions (just 21.5%), intern demographics, the average distance traveled to an internship (315 miles), the quality of intern supervision, and the nature of obstacles preventing 67.3% of survey respondents from pursuing an internship.
What can we learn from longitudinal studies on the impacts of college internships?
Fangjing Tu
Center for Research on College-Workforce Transitions (CCWT)
University of Wisconsin Madison
Literature Review #5
Internships have been widely considered as co-curricular opportunities that benefit students with hands-on work experience, smooth transitions to the labor market, and potentially better compensation. Current studies on the impacts of internship participation are mostly cross-sectional. Only a few studies in the research literature employ longitudinal research methodologies. Longitudinal research can be used to measure and understand the long-term effects of internship participation for students. It also provides more robust evidence for causal interpretations of internship effects. This literature review summarizes the main findings and insights from 11 longitudinal studies on the impact of internship participation, aiming to contribute to the knowledge about the long-term benefits and causal processes of college internships.
Schalewski, L. (2021). The Role of Socioeconomic Status and Internships on Early Career Earnings: Evidence for Widening and Rerouting Pathways to Social Mobility. Center for Research on College-Workforce Transitions (Research Brief #18). University of Wisconsin–Madison, Wisconsin Center for Education Research.
Abstract: The research brief first summarizes findings on internships, a university structure, pulled from a study that more broadly examined how student engagement and high-impact practices relate to post-graduation outcomes among students from different SES backgrounds (Schalewski, 2020). First, results suggest internships have a mediating role between a student’s (SES) and early career earnings. Next, results show students from middle-SES backgrounds or those within quartiles two and three experience a significant effect from internship participation on early career earnings with non-significant findings for the lowest and highest quartiles. The brief concludes with implications for practice that aim to widen and reroute pathways to internships for lower- SES students to increase opportunities that lead to higher early career salaries and set trajectories for social mobility.
Bañuelos, N. (2021). Community Cultural Wealth Goes to College: A Review of the Literature for Career Services Professionals and Researchers. Center for Research on College-Workforce Transitions (Research Brief #17). University of Wisconsin–Madison, Wisconsin Center for Education Research.
Abstract: Created by LatCrit scholars in the mid-2000s, Community Cultural Wealth (CCW) is an anti-deficit framework for understanding educational inequality. Since its publication, Yosso’s (2005) seminal paper on the topic has been cited thousands of times by scholars in fields as distinct as engineering, K12 education, and public health. This report reviews the recent scholarship on college students’ experiences and outcomes that uses CCW as a guiding framework. Although the intended audience for this review is career services professionals in colleges and universities, my hope is it can also be helpful for scholars of career development who want to brush up on the CCW literature and consider future research questions the framework presents. The existing literature offers insights on the college-to-career transition: it reveals the centrality of familial capital in shaping students’ career pathways, the function of resistant capital in forming students’ career interests, the utility of students’ existing social capital in the job search process, and the role of counterspaces in activating CCW for career success. However, CCW scholarship typically focuses on college students’ matriculation, persistence, sources of support, and well-being, not on their career development—including the psychological, spiritual, sociocultural, political and economic factors influencing students’ career interests and the knowledge, relationships, and environmental contexts shaping their career choices (Duffy & Dik, 2009). This gap presents opportunities for researchers and career services professionals to partner in creating and evaluating programming with CCW in mind. There are also opportunities to increase the methodological diversity of CCW scholarship, to consider the ways in which students mix CCW with “dominant” forms of capital for career success, to collect data from employers, faculty, and other gatekeepers, and to account for the role of institutional context.
Wolfgram, M., Vivona, B., Akram, T., Rodríguez S., J., Chen, Z., & Hora, M. T. (2021). Results from the 1-year longitudinal follow-up analysis for the College Internship Study at Northeastern Illinois University. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: The College Internship Study examines the long-term impacts of internships on students’ lives and careers. Here, we highlight the findings from 177 survey responses and twelve interviews with students at Northeastern Illinois University (NEIU). They were conducted in the Fall of 2020 (Time 2 or T2), one year after the first round of data collection in 2019 (Time 1 or T1). This second round of the College Internship Study is guided by the following research question: What are the changes concerning students’ internship experiences and outcomes comparing longitudinal data at two points in time?
Wolfgram, M., Colston, J., Chen, Z., Akram, T., & Hora, M. T. (2021). Results from the College Internship Study at Georgia College. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the first round of data collection (Spring 2020) at Georgia College for The College Internship Study, which is a national mixed-methods longitudinal study of internship programs conducted bythe Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin-Madison (UW-Madison). The findings are based on an interdisciplinary sample of students who took an online survey (n = 329), interviews with students who have and who have not had an internship experience (n = 25) and an interview with one educator (n = 1).
Wolfgram, M., Rodriguez S, J., Chen, Z., Ahrens, V., & Hora, M. (2021). Results from the College Internship Study at Great Lakes Technical College. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the first round of data collection (Spring 2020) at Great Lakes Technical College (GLTC) for The College Internship Study, which is a national mixed-methods longitudinal study of internship programs conducted by the Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin-Madison (UW-Madison). The findings are based on an campus-wide sample of students who took an online survey (n = 431), phone interviews with students who have and who have not had an internship experience (n = 22) and with career advisors, faculty, and employers (n = 6). We would like to thank GLTC for allowing our research team to conduct this study with your students, faculty and community members, and hope that our findings are useful as you work towards improving internships and work-based learning for your students
Hora, M.T., Huerta, A., Gopal, A., & Wolfgram, M. (2021). A review of the literature on internships for Latinx students at Hispanic-Serving Institutions: Toward a Latinx-serving internship experience. Center for Research on College-Workforce Transitions (Research Brief #16). University of Wisconsin–Madison, Wisconsin Center for Education Research.
Abstract: Internships are a widely promoted “high-impact practice” (HIP) across the postsecondary landscape, particularly among minority-serving institutions (MSIs) where they are seen as potentially transformative vehicles for students’ career success and social mobility. However, little research exists on if and how the design, implementation, and ultimate effects of college internships may (or should) vary according to the unique institutional contexts of MSIs such as Hispanic Serving Institutions (HSIs) and students’ racial identities and cultural backgrounds. This idea is based on research demonstrating that a “one-size-fits-all” approach to classroom teaching, student advising, and broader approaches to student engagement ignores both historic and structural inequalities while also overlooking the unique needs, circumstances and potentials of a diverse student body. Consequently, our main goal in this paper is to review the literature on internships in HSIs and with Latinx college students to determine if internship program design, implementation and student experience varies based on the unique institutional contexts of HSIs and/or the racial and cultural attributes of Latinx college students.
To address this issue we conducted an integrative review of the literature on HIPs in general and internships in particular as they relate to Latinx students and HSIs. Our results indicate a small but growing body of empirical research on these topics, some that highlight how specific features of HSIs (e.g., institutional missions, “servingness”) and Latinx students (e.g., family capital, cultural perspectives on work) influence how HIPs and internships are designed and experienced. These insights underscore the importance of accounting for cultural, structural and historic factors when studying and designing internship programs. We conclude the paper with a review of existing theoretical frameworks for studying HSIs and a proposal for a new research agenda that pays close attention to the role of culture at individual, group, institutional and societal levels. Ultimately, we contend that while certain universal principles of internship design and implementation are likely to be applicable for HSIs and Latinx students, there are critical differences and opportunities for internships in these institutions and for these students that should be acknowledged and incorporated into HIPs-related policymaking and practice.
Hora, M., Wolfgram, M., Rodriguez S., J., Colston, J., Chen, Z, Ahrens, V., & Wetherbee, L. (2021). Results from the 1-year longitudinal follow-up analysis for the College Internship Study at the University of Wisconsin-Parkside. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the second round of data collection (Spring 2019 or T2) at the University of Wisconsin-Parkside for The College Internship Study. The data collected at T2 include follow-up interviews with nine students and a follow-up online survey of 198 students who participated in the first round of data collection (Spring 2018 or T1). These data are analyzed to provide faculty, staff, and leadership at UW-Parkside with evidence-based insights about the impacts of internship participation on students’ lives and careers. This second round of the College Internship Study at UW-Parkside is guided by the following research question: What are the changes concerning students’ internship experiences and outcomes comparing longitudinal data at two points in time?