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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.