CCWT Publications

Hora, M.T., Wolfgram, M. & Chen, Z. (2019). Research Brief #8: Closing the doors of opportunity: How financial, sociocultural and institutional barriers inhibit access to college internships. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Abstract: Internships are widely perceived as experiences that open the doors of opportunity, yet little is known about obstacles to participation. We report findings from surveys (n = 1,549) and focus groups (n= 100) with students at five postsecondary institutions. Results indicate that 64% of non-interns did not pursue one due to intersecting obstacles including the need to work, heavy course loads, and a lack of opportunities in their disciplines. First-generation students were more likely to report needing to work, Arts and Humanities students were more likely to report insufficient pay and heavy course loads, and full-time students were least likely to report insufficient pay. Colleges and universities must work to ensure that internships do not reproduce privilege and exacerbate inequality.

Hora, M.T., Parrott, E. & Her, P. (2019). Research Brief #7: How do students experience internships? Exploring student perspectives on college internships for more equitable and responsive program design. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Abstract: At a time when colleges and universities are anxious to prove that their graduates are employable, internships are being increasingly touted as valuable “high-impact” practices. However, how students themselves conceptualize internships is poorly understood, which inhibits their inclusion in the employability discourse and their incorporation into program design. In this study we use the freelisting method from cultural anthropology to analyze data from students (n=57) in three U.S. colleges, using saliency analysis, thematic analysis, and social network analysis techniques. Results indicate that the most salient terms in the cultural domain of internships were: “experience,” “learning,” “paid,” and “connections.” Students discussed these words in utilitarian terms (e.g., something to “get” for one’s resume), as important aspects of career- and self-exploration, and to highlight the importance of compensation. Differences in the complexity of student accounts were evident between students who had taken an internship and those who had not. These findings highlight how common definitions of internships reflect a homogenous and aspirational perspective that is inconsistent with student accounts. We conclude that students’ insights about internships are important to consider to re-frame the employability debate to include student interests, to avoid one-size-fits-all approaches to internship design, and to facilitate student self-reflection.