Closing the Doors of Opportunity: How Financial, Sociocultural, and Institutional Barriers Intersect to Inhibit Participation in College Internships. WCER Working Paper No. 2019-8

Autor/inn/en	Hora, Matthew T.; Wolfgram, Matthew; Chen, Zi
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	Closing the Doors of Opportunity: How Financial, Sociocultural, and Institutional Barriers Intersect to Inhibit Participation in College Internships. WCER Working Paper No. 2019-8
Quelle	(2019), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Internship Programs; Barriers; College Students; Access to Education; Racial Differences; Social Differences; Disadvantaged; Predictor Variables; Student Participation; Career Readiness; Economic Opportunities; Educational Opportunities; Black Colleges; Community Colleges; Universities; Work Experience; South Carolina; Wisconsin; Maryland + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Rassenunterschied; Sozialer Unterschied; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsangebot; Bildungschance; Community college; Community College; University; Universität; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	Internships are widely perceived as a "high-impact practice" that opens the doors of opportunity for college students, yet little is known about obstacles to participation. Instead, educators and employers too often view participation as unproblematic, with many postsecondary institutions beginning to mandate internships for graduation in many colleges and universities. This study reports findings from surveys (n = 1,549) and focus groups (n= 100) with students at five diverse postsecondary institutions that include a community college, a Historically Black College and University, and three comprehensive universities. Results indicate that 64% of students who did not take internships had in fact wanted to, but could not due to intersecting obstacles that include the need to work at a full- or part-time job, heavy course loads, and a lack of opportunities in their disciplines. First-generation students were more likely to report needing to work, Arts & Humanities students were more likely to report insufficient pay and heavy course loads, and full-time students were least likely to report insufficient pay. Given the financial, structural, and even spatial forces that inhibit the ability of many college students to pursue and then complete an internship, we argue that postsecondary institutions should not mandate or advocate for internships until and unless they address these obstacles to internship participation. Ultimately, colleges and universities must work to ensure that internships do not reproduce privilege and exacerbate inequality. (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01