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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.