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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?
Hora, M., Duenas, M., Rodriguez, J.M., Chen, Z., Wolfgram, M. (2021). Results from the 1-year longitudinal follow-up analysis for the College Internship Study at Texas College. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the second round of data collection (Fall 2020 or T2) at Texas College for The College Internship Study. The data collected at T2 include follow-up interviews with 6 students and a follow-up online survey of 110 students who participated in the first round of data collection (Fall 2019 or T1). These data are analyzed to provide faculty, staff, and leadership at Texas College with evidence-based insights about the impacts of internship participation on students’ lives and careers. This second round of the College Internship Study at Texas College 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?
Hora, M.T., Lee, C., Chen, Z., & Hernandez, A. (2021). Exploring online internships amidst the COVID-19 pandemic in 2020: Results from a mixed-methods study. Center for Research on College-Workforce Transitions.
Abstract: In this multi-site case study we collected survey and interview data from college students during this period, and our findings focus on three distinct cases: (1) two independent websites that provide online internship networking platforms (OINP) for students seeking online internships and employers seeking student interns (n=183 surveys, n=45 interviews), (2) 11 colleges and universities (n=9,964 surveys), and (3) a single employer-hosted online internship program at TreeHouse Foods, a multi-national firm engaged in manufacturing and distributing private label food and beverage products. In analyzing and interpreting our data, we used CCWT’s Internship Scorecard (Hora et al., 2020a) framework that provides a structured approach to studying internships, as well as insights from research on remote work and digital learning.
One of our primary conclusions is that while considerable variation exists within the world of internships writ large, an added layer of complexity exists for online positions with respect to IT, internet access, work-life boundaries, and challenges associated with online or remote work that many occupations have experienced during the Covid-19 pandemic. We argue that these additional concerns and factors make online internships—which are unlikely to disappear post-pandemic—a top priority for improvement, equitable access, and quality control in the field of higher education.
Wolfgram, M., Vivona, B., & Akram, T. (2021). On the intersectional amplification of barriers to college internships: A comparative case study analysis. Harvard Educational Review, 91(4), 457-481.
Hora, M., Wolfgram, M., Chen, Z., & Lee, C. (2021). Closing the doors of opportunity: A field theoretic analysis of the prevalence and nature of obstacles to college internships. Teachers College Record, 123 (12), p.
Vivona, B.D. & Wolfgram, M.S. (2021). Conducting community based participatory action research. Human Resource Development Review. https://doi.org/10.1177/15344843211044003
Hora, M.T., Benbow, R., & Lee, C. (2021). A sociocultural approach to communication instruction: How insights from communication teaching instruction can inform faculty development programs. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2021.1936533
Thompson, M. N., Perez-Chavez, J., & Fetter, A. (2021). Internship experiences among college students attending an HBC: A longitudinal grounded theory exploration. Journal of Career Assessment. https://doi.org/10.1177/1069072721992758
Smolarek, B.B., Wolfgram, M., Vang, M. N., Xiong, C. P., Lee, L., Lee, P., Thao, M., Vang, K., Xiong, P. K., Xiong, O., & Xiong, P. (2021). Our HMoob American college paj ntaub: Student-engaged community-based participatory action research (CBPAR) as counter-invisibility work. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2021.1888162
Chen, Z., Wolfgram, M., Gopal, A., Rodriguez S., J., Dueñas, M., Colston, J., & Hora, M. (2021). Results from the 1-year longitudinal follow-up analysis for the College Internship Study at the University of Baltimore. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the second round of data collection (Spring 2020 or T2) at the University of Baltimore for The College Internship Study. The data collected at T2 include follow-up interviews with 13 students and a follow-up online survey of 131 students who participated in the first round of data collection (Spring 2019 or T1). These data are analyzed to provide faculty, staff, and leadership at the University of Baltimore with evidence-based insights about the impacts of internship participation on students’ lives and careers. 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?
Huerta, A.H., Rios-Aguilar, C., Ramirez, D. & Munoz, M. (2021). Like a Juggler, the experiences of racially minoritized student parents in a California community college. Center for Community College Leadership and Research. University of California-Davis.
Abstract: This brief provides an overview of findings from research conducted for Coastal City College* which sought to understand the collegiate experiences of student parents. This study utilized in-depth, one-on-one interviews and focus groups with racially minoritized student parents to explore how they navigated community college, received information, and made decisions about future careers during the 2018–2019 academic year.
We found that student parents maintain high educational aspirations and occupational goals despite the struggles and daily challenges they experience in pursuit of their community college education. Our findings suggest there was significant room at this college – and likely others – to adjust policies and practices to better serve student parents and their children, and to increase their chances to succeed academically and occupationally and gain social and economic stability. Importantly, this study revealed barriers that student parents faced in accessing campus space with their children.