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Graduating during a recession: A literature review of the effects of recessions for college graduates
Javier Rodríguez S., Jared Colston, Zhixuan Wu, and Zi Chen
Center for Research on College-Workforce Transitions (CCWT)
University of Wisconsin Madison
Literature Review #4
The COVID-19 pandemic has caused a halt of the economy worldwide. The U.S. job market experienced an unprecedented downturn due to the pandemic-caused recession beginning in March 2020. As a consequence, thousands of jobs across industries now face wage cuts. The unemployment rate rose above 20% in April with a temporary layoff share close to 80% (Bartik, 2020; Cajner et al., 2020). The future of hundreds of thousands of college graduates transitioning from college to the labor market has thus become a matter of great concern for students, career advisors, higher education officials, and policy makers.
Research on the work trajectories of those who graduate during economic recessions can provide insights into how college graduates’ lives are affected by finishing school and starting their working lives in the middle of a weak economy. Additionally, available evidence about what has taken place in previous recessions can inform potential strategies for students, administrators, and policy makers to cope with the economic uncertainty and career search obstacles caused by the pandemic.
In this literature review, we present a summary of the main findings from this body of research, aiming to contribute to the conversation about what students can expect and do as they start their professional lives in these difficult times.
A document summary is also available: Highlights of the literature review on the effects of graduating during a recession for college graduates: main findings and practical implications
Arman, L., Benbow, R., Chughtai, M., Deeb, R., Fitzgerald, I., Lee, L., Lewis, D, Moua, P., Pasqualone, A., Thao, A., Toms, O., Siddiqui, K., Smolarek, B., Vang, M., Vivona, B., Wolfgram, M., Xiong, O., Xiong, P., Xiong, Y., & Yang, L. (2020). Engaging college students of color in higher education policy studies and advocacy: Preliminary results from three college student-led community-based participatory action research studies. Center for Research on College-Workforce Transitions.
Abstract: This report describes the results from three college student-led community based participatory action research (CBPAR) studies. Each of the studies involved research partnerships between education mentors and college students of color, where students led the design and implementation of research about the college and career preparation experiences of their peers (fellow students of color at their own institution). The overall goal of the studies is for the student researchers to conduct research that could inform advocacy and policy change to benefit themselves and their fellow students. In this report, we present preliminary findings from the three ongoing studies on the college and career transitions experiences of (1) African American students at the University of Wisconsin-Whitewater, (2) Muslim American students at Northeastern Illinois University in Chicago, and (3) HMoob (also spelled “Hmong”) American students at the University of Wisconsin-Madison. The report details each study’s goals, significance, methods, and preliminary findings, followed by our conclusions and action items for postsecondary professionals and policymakers regarding the career-related experiences of college students of color.
Zhang, J., Chen, Z., Wu, Z., & Hora, M. (2020). An Introduction to Technical and Vocational Education in China: Implications for Comparative Research and Practice on Internships. Research Brief #12. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: Internship plays an important role in students’ career preparation and college-to-workforce transition. Although there are a large body of studies on college student internships, there were relatively fewer on that of technical and vocational education and training (TVET) students. Such a critical topic worth more attention and exploration. This report focuses on TVET system in China considering that China has the largest but under-developed TVET system in the world which prioritizes economic development and social mobility as its main missions. The aim of this report is to systematically introduce the TVET and its internship policies in China. The report presents the unique structure, the history, and development of China’s secondary and higher TVET. Notably, along with a downward trend of the secondary TVET since 2010, there had been an upward trend of the higher TVET since the late 1990s’ in contrast. Overall, issued policies largely influence the direction of Chinese TVET development, especially in regard to regulating internship activities in aspects of internship organization, management, assessment. Implications for research and policymaking for internships in China and the U.S. were discussed. This report provides insights to international scholars who are interested in conducting comparative studies on internship in TVET systems.
Moua, P., Thao, A., Xiong, O., Lee, L., Smolarek, B., Vang, M. N., Wolfgram, M., Xiong, P. K., Xiong, Y. Y., & Yang, L. (2020). Weaving the Paj Ntaub for future HMoob Students: A compiled collection of advice. Wisconsin Center for Education Research. University of Wisconsin-Madison.
Abstract: This report intends to share the knowledge and advice of current and former HMoob students who attended the University of Wisconsin-Madison. With their responses, the Paj Ntaub research team gleaned advice that these participants wished to pass along to current and future HMoob students. Through many of our interviews, participants shared advice on subjects that they themselves wished they had received during their time at UW-Madison.These responses came from 36 current students 31 former students with a total of 71 individuals and encompassed ideas around lack of familiarity with campus, making career decisions, experiences tied specifically to multidimensional identities, and stereotypes associated with attending UW-Madison. Students come to college with different experiences, goals, and expectations and this may lead to contradicting advice. In this report, we understand and want to shed light on these experiences by giving the space for each and every type of advice.
Hora, M.T., Wolfgram, M., Chen, Z., Zhang, J. & Fischer, J. (2020). A sociocultural analysis of internship supervision: Insights from a mixed-methods study at five postsecondary institutions. WCER Working Paper 2020-8. Wisconsin Center for Education Research. University of Wisconsin-Madison.
Abstract: Internships are widely promoted extra-curricular experiences that can have positive impacts on student outcomes, yet how specific elements of internships contribute to these outcomes and facilitate learning is understudied. In this sequential mixed-methods study, we use sociocultural learning theory to interpret data from surveys (n = 435) and focus groups (n = 52) with students at five postsecondary institutions. After stepwise linear regression analyses indicated that supervisor behaviors were significantly associated with intern satisfaction and career development, analyses of qualitative data revealed features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) aspects of supervision. These results highlight the value of legitimate peripheral participation in internships, and the need for colleges and employers to carefully design and monitor these pedagogic spaces.
Williams, K.M., Thompson, M., & Hora, M.T. (2020). Supporting Black Interns through Vicarious Racial Trauma: Policy Recommendations for Employers and Postsecondary Institutions. Policy Brief #1. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Abstract: In the wake of the 2020 protests demanding justice and equality for marginalized communities, Black undergraduates have continued to pursue and complete internships around the country. Recognizing the psychological tax that Black student interns must bear given the current political and racial climate, in addition to the unlikelihood of these protests being the last time students are forced to cope and heal while maintaining their academic and internship commitments, in the current brief we address this critical question: “What can host organizations do to support and protect Black student interns?” In this brief we specifically sought to (1) increase awareness of issues facing Black student interns, and (2) provide specific actions that employers and higher education professionals can take to support Black student interns. We review the prior literature on vicarious trauma and organizational practices that may best reduce the compound effects of vicarious racial trauma on Black student interns. Ultimately, with this brief we aim to stimulate further discussion and examination of racial disparities within internship programs and areas where internships may fall short in supporting the development of Black student interns.
Hora, M.T., Wolfgram, M., Brown, R., Colston, J., Zhang, J., Chen, Z., & Chen, Z. (2020). The Internship Scorecard: A new framework for evaluating college internships on the basis of purpose, quality and equitable access. Research Brief #11. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison.
Executive Summary: While internships are widely praised and promoted as a “door opener” to opportunity, the impact of these work-based learning programs on students is complicated by the variability in how they are designed, implemented and experienced. Consequently, instead of assuming that participation unequivocally results in positive academic and labor market outcomes, the field needs conceptual tools to distinguish internship programs from one another and to evaluate their efficacy, quality and commitment to equity. In this report we first review various frameworks that distinguish different types of work-based learning and internship programs, and then describe a new framework for distinguishing internships on the basis of purpose, quality and equity – The Internship Scorecard.
This new framework is based on theory and evidence from cultural anthropology, the learning sciences and work-based learning, and is designed for higher education professionals, funders, policymakers and employers so that they can – with more nuance and precision than is currently available – make distinctions between program types and begin to “score” programs at the individual-level or in the aggregate for entire institutions. An example of how the Internship Scorecard can be used in practice is provided, along with next steps for the analysis and improvement of college internship programs.
Note: We are very interested to hear any feedback that you might have about The Internship Scorecard. We are especially interested in hearing your thoughts, critiques and suggestions for how the Scorecard can be used in practice to study and/or evaluate internships.
Chen, Z., Hora, M.T., Wu, Z., Ahrens, V., Rogers, S., & Wolfgram, M. (2020). Results from the College Internship Study at Benedict College. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at Benedict College.
The study includes an online survey of students in the second half of their academic programs (n=114), focus groups with students who have and who have not had an internship experience (n=14), and interviews with career advisors and faculty (n=7). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at Benedict College, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs.
Thompson, M., Chen, Z., Fetter, A., Chen, Z., Williams, K., Rodriguez, J., Hora, M.T., & Seabrooks, Y. (2020). Results from the College Internship Study at Morgan State University. Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the first round of data collection at Morgan State University (MSU) 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 interdisciplinary sample of students who took an online survey (n = 308), individual phone interviews with students who have and who have not had an internship experience (n = 41), individual phone interviews with career specialists, faculty, and program directors (n = 7), and individual phone interviews with employers (n = 5).
We would like to thank MSU for their partnership with our research team and for allowing us to speak with your students, educators, and community members. We hope that our findings are useful as you work toward improving internships and work-based learning for your students. Four research questions guide our study: (1) How many students are participating in internship programs, and does participation vary by student demographics, academic status, or life/employment situation? (2) What barriers exist for students to participate in internship programs? (3) What is the structure and format of internship programs? And, (4) How, if at all, is program structure and format associated with student satisfaction with their internships and their estimation of the value of the internship for their career development? In addition, given the timing of our interviews (Spring 2020), we also were interested in understanding MSU students’ experiences related to the COVID-19 pandemic. As our research moves into its second year, we will focus on the impacts of the COVID-19 pandemic on the students, faculty and staff at MSU and employer partners with respect to internships and its impacts on their studies and career goals.
Thompson, M., Chen, Z., Fetter, A., Colston, J., Williams, K., Rogers, S., Hora, M.T., & McElveen, G. (2020). Results from the College Internship Study at a North Carolina University. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at a North Carolina University
The study includes an online survey of students in the second half of their academic programs (n=276), focus groups with students who have and who have not had an internship experience (n=20), and interviews with career coaches and faculty (n=5). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at the North Carolina University, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs.
Chen, Z., Hora, M. T., Dueñas, M., Chen, Z. & Wolfgram, M. (2020). Results from the College Internship Study at a Texas College. Center for Research on College-Workforce Transitions.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at a Texas College.
The study includes an online survey of students in the second half of their academic programs (n=233), focus groups with students who have and who have not had an internship experience (n=13), and interviews with career advisors and faculty (n=6) and employers who host interns (n = 2). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes.
This report concludes with recommendations for specific steps that students, faculty and staff at the Texas College, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs.
Wolfgram, M., Chen, Z., Vivona, B., Rodríguez S., J., Akram, T., & Hora, M.T. (2020). Results from the College Internship Study at Northeastern Illinois University. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at Northeastern Illinois University.
The study includes an online survey of students in the second half of their academic programs (n=330), focus groups with students who have and who have not had an internship experience (n=24), and interviews with career coaches and faculty (n=6). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, institutional capacity for administering internship programs, participation rates by certain student characteristics, and the relationship between internship program structure and student outcomes. This report concludes with recommendations for specific steps that students, faculty and staff at Northeastern Illinois University, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs in Chicago, Illinois.
Hora, M.T. (2020). What to do about internships in light of the COVID-19 pandemic? A short guide to online internships for colleges, students and employers. Center for Research on College-Workforce Transitions. UW-Madison.
Abstract: This resource guide is intended for students, career services professionals, faculty and employers who were planning on engaging in traditional face-to-face internships in the Spring or Summer of 2020. With mandatory closures of many organizations, social distancing requirements, and “shelter in place” orders due to the COVID-19 pandemic, it is unlikely that many interns will be able to complete their internships on-site as planned.
June, 2020
The Our HMoob American College Paj Ntaub Team: Bailey B. Smolarek, Matt Wolfgram, Mai Neng Vang, Ying Yang Youa Xiong, Lena Lee, Pa Kou Xiong, Odyssey Xiong, Ariana Thao, Lisa Yang, and Payeng Moua
Psychosocial Factors and Outcomes of College Internships: An Integrative Review
Iseult Gillespie, Jiahong Zhang, and Matthew Wolfgram
Center for Research on College-Workforce Transitions (CCWT)
University of Wisconsin Madison
Literature Review #3
This review identifies key features of psychosocial factors and outcomes associated with internship participation for college students. The review examined 42 studies, the majority being quantitative and cross-sectional in design. Results indicate that a) since 2010 there has been an increase in the number of empirical studies of the psychosocial factors and outcomes of college internships in the education research, psychology and career development fields; b) The studies commonly focused on internships in business, tourism, and sport management fields; c) The authors cite a broad range of theoretical frameworks, including career construction theory (Ocampo et al., 2020; Pan et al., 2018), social learning theory (Anjun, 2020) and the job characteristics model (Stansbie et al., 2013); d) This review of the research identified several student psychosocial characteristics that may influence internship experiences and outcomes, such as emotional intelligence, proactivity, self-efficacy, and conscientiousness; e) there were positive relationships between internship participation and a number of psychological outcomes. These included psychological outcome measures such as increases in self-perception, perception of surroundings, and mental health indicators, career development outcome measures such as professional development, career adaptability, career commitment, and career exploration, and learning outcome measures such as GPA and skill development. These findings indicate that internships have profound psychosocial ramifications that should be taken into account in their design and assessment. The review may be beneficial to researchers, educators and policy-makers seeking to optimize student internships from a psychosocial perspective. Recommendations for future research and practice are suggested.
Wolfgram, M., Vivona, B., & Akram, T. (2020). On the intersectional amplification of barriers to college internships: A comparative case study analysis (WCER Working Paper No. 2020-4).
Abstract: Research shows that college internships yield academic, economic, and professional benefits. However, the ability to locate and participate in internships is not equitable across all student demographic and socioeconomic spectrums. There are multiple complex barriers to internship participation for students with low socioeconomic status, and for those who are minoritized by race, gender, or other factors. Contextual factors such as finances, work responsibilities, travel, and gendered familial obligations intersect to amplify the challenges to internship participation. In the research described in this paper, the research team conducted focus groups among 24 students from a comprehensive federally designated Hispanic-Serving Institution. The team explored the data using intersectionality theory and comparative case study analysis; and in this paper we present a comparative case study analysis of five students in our study. We determined that delineation of barriers into types, such as financial, social, and cultural, runs the risk of misconstruing students’ actual experience when they struggle to access internships and other educational opportunities.