University of Southern California Dissertations and Theses

Bridging the employment gap for students of color: evaluating the effectiveness of internship programs and the level of engagement from employers

(USC Thesis Other)

Bridging the employment gap for students of color: evaluating the effectiveness of internship programs and the level of engagement from employers

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content BRIDGING THE EMPLOYMENT GAP 1

Bridging the Employment Gap for Students of Color: Evaluating the Effectiveness of
Internship Programs and the Level of Engagement from Employers

by

Shante Schniece Williams-Lampkin

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2023

Copyright 2023 Shante Schniece Williams- Lampkin
BRIDGING THE EMPLOYMENT GAP 2

Dedication
I give all glory, honor, and praise to God from whom all blessings flow! I thank you,
Father God, for the opportunity to obtain this degree and the mercy, grace, and favor bestowed
upon me throughout this journey. To you, my God, and am eternally grateful!
To my mother, Debbie-Allen Prescott, you set the tone for my educational journey from a
very young age. I remember you graduating from SDSU and seeing your degree and how proud I
felt. Thank you for showing me that this was even possible for me through your own example. In
the words of Stevie Wonder, “You’re a Bad Mama Jama” and I love you!
To my father, Sammie Prescott, you will never know just how encouraging your regular
text messages are. They are always right on time and give me the extra motivation I need. I love
you.
To my brother, Wayne Williams, if there is one person that I know I can count on, it is
you and I love you for that!
To my chosen sister Rena Roberts, WE DID IT! We took a leap and stuck the landing.
Thank you for your support.
Most importantly, to my children, William, Shire, and Jacob, all the work I do and every
accomplishment I achieve is for you. I only hope to make you proud as your mother.
The challenges of this world are inevitable; however, there are but a few things that the world can
never take from you:
Your Faith,
Your Integrity,
and
Your Education.
BRIDGING THE EMPLOYMENT GAP 3

These three things belong to you and the more of it you have the more power you possess.
My children, remember the words of Marianne Williamson:
“Our deepest fear is not that we are inadequate. Our deepest fear is that we
are powerful beyond measure. It is our light, not our darkness that most frightens
us. We ask ourselves, 'Who am I to be brilliant, gorgeous, talented, fabulous?'
Actually, who are you not to be? You are a child of God. Your playing small does
not serve the world. There is nothing enlightened about shrinking so that other
people won't feel insecure around you. We are all meant to shine, as children do.
We were born to make manifest the glory of God that is within us. It's not just in
some of us; it's in everyone. And as we let our own light shine, we unconsciously
give other people permission to do the same. As we are liberated from our own
fear, our presence automatically liberates others.”

Son, ShirePower, and Jacobson, I love you!
Lastly, in the famous words of Snoop Dogg, "I WANNA THANK ME!”

BRIDGING THE EMPLOYMENT GAP 4

Acknowledgements
This has been quite the journey, but even when I doubted myself, I trusted the process.
Thank you to my Dissertation Committee Chair, Dr. Courtney Malloy for your patience and
support. To my Dissertation Committee, Dr. Eric Canny, and Dr. Kathy Stowe. Your feedback
and support helped me cross the finish line. Thank you!
To my professors, Doug Lynch, and Dr. Susanne Foulk. I found your teaching style a
great fit for my learning style. I appreciate that! Thank you to my Student Success Coach, Reginal
Ryder. Our check-in conversations, about the OCL program and golf, helped keep me focused.
Thank you to my ‘OCL Sistah Circle’ for all your encouragement and Black Girl Magic
(BGM)! I am proud of all of us!
To my President and CEO, thank you for your ongoing support. Thank you for trusting me
with your vision. I hope my research yields continuous advancements for the internship program.
To all the interns I have ever had the pleasure of working with, thank you for allowing me to offer
guidance for your future.
To those interns that are no longer with us, you are deeply missed. Your memories shall
never fade. JP, you will forever live on in my heart!
Lastly, to my unofficial personal assistant yet my official ‘Ride or Die,’ Shire, thank you
for the work you put in and your support.
BRIDGING THE EMPLOYMENT GAP 5

Table of Contents
Dedidcation 2
Acknowledgements 4
Table of Contents 5
List of Tables 8
List of Figures 9
Abstract 10
CHAPTER ONE: INTRODUCTION TO THE STUDY 12
Overview of the Access to Employment College Internship Program (AECIP) 13
Purpose of the Evaluation 16
Evaluation Questions 16
Importance of the Evaluation 17
Evaluation Approach 18
Definitions 22
Organization of the Dissertation 25
CHAPTER TWO: LITERATURE REVIEW 27
Types of Internships 27
Benefits of Internships 29
Benefits for Employers 30
Benefits for Students 33
Barriers to Internship Programs 35
Lack of Awareness 36
Financial and Sociocultural Barriers 39
Best Practices of Internship Programs 40
CHAPTER THREE: METHODOLOGY 44
Evaluation Question 44
Overview of Design 45
The Researcher 45
Data Sources 47
Eligible Participants 47
Survey Method 47
Instrumentation 48
Data Collection Procedures 48
Data Analysis 49
Validity and Reliability 49
Ethics 50
CHAPTER FOUR: FINDINGS 52
Evaluation Question 1: What are the perceptions of employers regarding the value and
usefulness of the internship program? 52
BRIDGING THE EMPLOYMENT GAP 6

Evaluation Question 2: What feedback do employers have regarding the structures and
processes of the internship program? 52
Evaluation Question 3: What suggestions do employers have for strengthening employer
commitment and engagement in the internship program? 52
Overview of Survey Participants 52
Motives for Hosting Interns 53
Approach to Hosting Interns 54
Future Interest in Hosting Interns 54
Overview of Findings 55
Evaluation Question 1: What are the perceptions of employers regarding the value and
usefulness of the internship program? 55
The Value of Internships 56
Ability and Ease of Working with Interns 57
The Impact of the Internship Program on the Employer 61
Evaluation Question 2: What feedback do employers have regarding the structures and
processes of the internship program? 63
The Structure of Hosting Interns 64
The Value of Professional Development 68
Challenges with the Structure and Process of Hosting Interns 69
Evaluation Question 3: What suggestions do employers have for strengthening employer
commitment and engagement in the internship program? 71
Suggestions for Strengthening Employer Commitment and Engagement 71
Resources and Support 72
Motivational Factors 74
Summary 77
CHAPTER FIVE: RECOMMENDATIONS 79
Discussion of Evaluation Findings 79
Recommendations 81
Recommendation 1: Program Funding and Expansion (from 1-3 months to 12
months) 82
Recommendation 2: Developing an Internship Program Manual
(for employers) 83
Section 1: Organizational Overview 86
Section 2: General Internship Information 86
Section 3: Identifying Needs 86
Section 4: Intern Placement 87
Section 5: Supervisor Information 88
Section 6: Human Resource (HR) and Legal Information 89
Recommendation 3: Increase employer engagement through Professional
Development and Performance Evaluations 90
BRIDGING THE EMPLOYMENT GAP 7

Professional Development 90
Performance Evaluations 92
Limitations and Delimitations 95
Recommendations for Future Research and Evaluation 97
Conclusion 98
References 99
Appendix A 116
Appendix B 118
Appendix C 120
Appendix D 134
Appendix E 135
Appendix F 136

BRIDGING THE EMPLOYMENT GAP 8

List of Tables
Table 1: Programs and Services Offered at the Association for Advancing
Communities and Families (AACF) 14
Table 2: Percentage of Paid Internships Offered by Discipline 28
Table 3: Measurement of Agreement Statements related to the
Internship Program 58
Table 4: Measurement of the Importance of Key Internship Program Attributes 60
Table 5: The Amount of Time Supervisors Spent Meeting with Interns 65
Table 6: Tasks Supervisors/ Program Directors Completed with the Interns 66
Table 7: The Value of Professional Development 68
Table 8: Influential Motivational Factors 74
Table 9: Overview of Internship Manual 85
Table 10: Professional Development sessions for Interns and Supervisors/
Program Directors 91
Table 11: Performance Evaluation: AECIP 93

BRIDGING THE EMPLOYMENT GAP 9

List of Figures
Figure 1: Access to Employment College Internship Program (AECIP)
Logic Model (Part 1) 20
Figure 2: Access to Employment College Internship Program (AECIP)
Logic Model (Part 2) 21

BRIDGING THE EMPLOYMENT GAP 10

Abstract
The lack of internship opportunities for Black college students contributes to the high
unemployment rate of Black college graduates and the lack of diversity within the labor market.
Internships have the potential to address this problem as they can create access to employment
and social mobility (Saniter & Siedler, 2014). The primary factors that impact participation in
internship programs include the lack of awareness and availability of internship opportunities, the
type of internship opportunities, financial and sociocultural barriers, employer participation and
engagement, and internship program structure.
The purpose of this study is to examine the structure and value of the Access to
Employment College Internship Program (AECIP) from the employer's perspective. This study
will also explore the employer's commitment to internship programs and level of engagement
with interns. This research study uses the Logic Model framework to evaluate the AECIP offered
at a non-profit education and social services agency. The Association for Advancing
Communities and Families (AACF; pseudonym) was selected for this research study as it is the
only organization to offer an internship program specifically targeting Black college students. The
AACF has facilitated the AECIP since July 2009, employing over 250 interns throughout this
timeframe. This program was developed to provide paths to employment for Black college
students and graduates. The research questions guiding this study are:
1. What are the perceptions of employers regarding the value and usefulness of the
internship program?
2. What feedback do employers have regarding the structures and processes of the
program?
BRIDGING THE EMPLOYMENT GAP 11

3. What suggestions do employers have for strengthening employer commitment and
engagement in the internship program?
An analysis of survey information gathered from former and current employees and
employer partners was used to measure the value, usefulness, structures, processes, and
commitment and engagement in internship programs from the employer’s perspective. The
findings prove that the AECIP is a value-added program. Overall, survey participants are satisfied
with and benefit from the internship program which implicates program expansion. The first
recommendation is to generate program funding instead of grant funding to support the internship
program. This new funding model will lead to increased internship opportunities and the
sustainability of the internship program.
Survey results also indicate that improvements can be made within the structures and
processes of the internship program. The topics of training and preparation emerged from the data
as areas of improvement. Based on the survey feedback, the second recommendation is to develop
an internship manual to serve as a resources guide for supervisors/ Program Directors.
Lastly, survey participants highlighted resources and support to further strengthen
commitment and engagement. Professional development was highlighted as a best practice and
will be used to increase commitment and engagement in future iterations of the internship
program. It has been recommended to implement a series of professional development sessions
designed specifically for supervisors/Program Directors. Additionally, participation in the
internship program will be incorporated in the performance evaluation process to measure
commitment and engagement.

BRIDGING THE EMPLOYMENT GAP 12

CHAPTER ONE: INTRODUCTION TO THE STUDY
High unemployment rates for black college graduates contribute to racial disparities in the
labor market. Internships have the potential to address this problem as they can create access to
employment and social mobility (Saniter & Siedler, 2014). Research indicates that college
students that participate in internships related to their field of study anticipate and are more likely
to secure employment upon graduation (Blau et al., 2021). Students that do not participate in
internships or have the sole responsibility of identifying and securing their own internship
opportunities spend on average up to six months post-graduation seeking employment in a related
field of study (Moss-Pech, 2021). Black college students are less likely to participate in internship
programs than White college students. Additionally, Black college graduates are more likely to be
unemployed than their White counterparts at a comparison rate of 6.4% to 3.1% respectively
(Williams and Wilson, 2019).
Internships are intended to provide real-time work experience in which educational
theories and concepts are applied, reinforced, and/or refuted (Galbraith & Mondal, 2020).
Moreover, internships afford students experiential learning and the development of interpersonal
skills required to successfully navigate the workplace (Trager, 2020). Internships are equally
beneficial for employers through increased organizational diversity, increased economic stability
within communities of color, increased retention rates, and reduced costs in recruiting and
training. On average, organizations save up to $15,000.00 per candidate when hiring interns into
regular full-time positions (Gault et al., 2010). Given the promise of internships for both
graduates and employers, the purpose of this study is to conduct a formative evaluation of one
internship program for Black college graduates called the Access to Employment College
Internship Program (AECIP). This evaluation examines the program structure and the employer’s
BRIDGING THE EMPLOYMENT GAP 13

level of commitment to internship programs and engagement with interns. This research study
concludes with recommendations for program improvement and regional scalability leading to
increased effectiveness and impact on equitable outcomes for Black college graduates and
employers.
Overview of the Access to Employment College Internship Program (AECIP)
The Access to Employment College Internship Program (AECIP; pseudonym) is offered
through the Association for Advancing Communities and Families (AACF; pseudonym). The
Association for Advancing Communities and Families (AACF) is an anchor organization with
over 100 years of service providing educational and social service wrap-around programs to
marginalized families and communities of color. AACF employs over 1000 full and part time
diverse staff and maintains the highest employment rate (27%) for Black/ African American
employees among similar organizations within the local region. The mission of the Association
for Advancing Communities and Families (AACF) is to enrich lives and promote economic
stability through a continuum of education, employment, and wellness services. Table 1 describes
the primary programs and services offered by the AACF and the respective target ages/
populations. The organization’s comprehensive approach addresses the needs of participants at
the infant, childhood, adult, and senior stages of life. The adolescent/ young adult stage presents
the most opportunity for organizational growth and expansion through the implementation of age-
specific programs aimed towards employment and career growth, such as the Access to
Employment College Internship Program (AECIP). The AECIP is the most recent program to be
included in the continuum of care program model offered to marginalized communities.

BRIDGING THE EMPLOYMENT GAP 14

Table 1:
Programs and Services Offered at the Association for Advancing Communities and Families
(AACF)

Program Ages/ Population Served
Social Service/ Wrap-
Around Programs
Prenatal Support Expecting mothers Mental Health Services
In-Home Childcare Ages 6 weeks - 18 months HIV Services
Early Childhood
Education
Ages 18 months – 3 years Re-entry Services
Preschool Ages 3 years -5 years
Rehabilitation &
Recovery Services
Elementary School Population: Kindergarten - 6
th
Grade
Transitional Housing
Services
Homework Help Club Population: 6
th
Grade – 11
th
Grade
Financial Literacy
Services
College Preparatory
Academy
Population: 11
th
Grade – 12
th
Grade
Geriatric Specialty
Services
Workforce Placement
Population: College Students/ Young
Adults ages 18 years – 25 years
Senior Care

AACF’s vision is to become the preferred provider for youth/young adult internships and
the premier placement organization for diverse hires with employers throughout the local region.
The AACF envisions all interns being prepared for their future professional endeavors through
participation in comprehensive employment and activities that provide appropriate guidance,
information, and supportive services.
BRIDGING THE EMPLOYMENT GAP 15

The AECIP began in 2010 as a summer employment program for high school and college-
age children of its own employee base. Interns were placed within the AACF, working on
location, in various programs and departments throughout the organization. Of the 21 programs/
departments within the AACF, 14 programs/ departments (66%) consistently host interns
including Public Affairs, Training and Development, Human Resources, Legal, Business
Operations, Safety and Facilities, Culinary/ Nutrition Services, Senior Care, Education,
Governance, and Accounting. The jobs offered include in-person assignments in the areas of
business/ policy research, executive level administration, student teaching and preparation, social
work, and culinary work. The key tenets of the AECIP are:
● Develop a solid foundation of workplace readiness skills and competencies.
● Further understand the connection between education and work.
● Enhance basic transferable skills and competencies.
● Earn income and become an economic contributor within marginalized communities.
● Resume building for future employment.
The AECIP later expanded its opportunities to include students of non-employees and has
recently evolved into a year-round internship program primarily serving college students of color.
Additionally, neighboring organizations, including higher education institutions and retail
businesses, have partnered with the AACF to offer employment opportunities with external
community partners and virtual project-based employment opportunities have been developed in
response to the COVID-19 pandemic. The virtual project-based employment opportunities also
lend to reaching a broader target audience, particularly those students attending Historically Black
Colleges/ Universities (HBCU’s) outside of the local region. Target participants live in and/or
attend school in marginalized communities and maintain a household income in accordance with
BRIDGING THE EMPLOYMENT GAP 16

Federal poverty guidelines, as required by program funding sources. Professional development
workshops/ training is a key component of the AECIP building transferable skills desirable for
employment.
Since its inception, the AECIP has employed over 310 student interns (with 60%
identifying as Black/ African American) and generated over $350,000 in income within
marginalized communities in which the average household income is less than $60,000 annually.
Success of the AECIP program is measured by the employment rate of eligible interns’ post-
program participation. Cumulative results indicate that 64.5% of eligible interns have obtained
immediate employment upon completion of the internship program and the remaining 35.5% of
interns have continued their educational pursuits.
Purpose of the Evaluation
The purpose of this study is to examine the structure and value of the Access to
Employment College Internship Program (AECIP) from the employer's perspective. This study
also explored the employer's commitment to internship programs and their level of engagement
with interns. Analysis of the overall AECIP lends itself to a better understanding of the program
structure, organizational stakeholders and their interest and investment in internship programs.
This research study measures the value, usefulness, and organizational structure and supports of
the AECIP from the employer’s perspective. The findings lead to recommendations for
improvement and scalability of the AECIP.
Evaluation Questions
The following evaluation questions direct the formative evaluation of the Access to
Employment College Internship Program (AECIP).
BRIDGING THE EMPLOYMENT GAP 17

1. What are the perceptions of employers regarding the value and usefulness of the
internship program?
2. What feedback do employers have regarding the structures and processes of the
program?
3. What suggestions do employers have for strengthening employer commitment and
engagement in the internship program?
To answer the evaluation questions, a mixed-method survey was utilized. Surveys with
employers were conducted to gather data regarding their understanding of the program, their
participation and level of engagement in the program, their perceived value of the program, and
how to improve the program.
Importance of the Evaluation
The topic of internship inequities for Black college students and their contribution to the
high unemployment rate for Black college graduates and racial disparities in the labor market is
timely and pertinent. Internships are becoming increasingly critical. Employers are using
internships as a catalyst for recruiting regular employees (Criscoe & Land, 2020). The purpose of
internships is mutually beneficial in that it offers students the opportunity to gain experience that
will enhance their competitiveness in the labor market while allowing employers to receive
organizational support and create pathways to employment (Durack, 2013). While the benefits of
internships are widely known, the effectiveness of internships is sometimes threatened by poor
program design and implementation. Key components of internship programs that often lack
structure and clarification include support from supervisors and/or mentors, clarity and
understanding of tasks, assignments, and projects, and an understanding of how the internship
BRIDGING THE EMPLOYMENT GAP 18

relates to academic programs (Hora et al., 2020). Alas, the barriers to equitable internship
practices and opportunities and low employer participation are often overlooked.
The high college dropout rate and low internship participation for students of color further
place them at a disadvantage when seeking gainful employment. Historically, these disadvantages
are influenced by biased hiring practices (Hora et al., 2020). A student’s success in an internship
program is based in part on how structured the internship program is, how committed to the
internship program the employer is, and how engaged the employer is with the intern (O'Neill,
2010).
Evaluation Approach
This evaluation is guided by a program theory approach and the Kellogg Logic Model.
Program theory is based on the intended outcome of a particular program by which evaluations
are intended to prove a causal relationship (Rogers et al., 2000). Program theory provides a direct
correlation between theoretical concepts and practical application (Baldwin et al., 2004). Program
theory is used to evaluate and improve current organizational interventions that address
contemporary social, educational, health, and organizational issues (Donaldson, 2007). The
following three components outline the program theory evaluation:
1. The program’s inputs and activities.
2. The program’s outcomes.
3. The process in which the program outcomes are achieved.
Program theory demonstrates interest in the transformation process that occurs between inputs,
actions, and outcomes (Chen, 2012). Effective program theory evaluation determines if, how, and
why an evaluand works, which is critical for organizational and program improvements.
BRIDGING THE EMPLOYMENT GAP 19

This research study utilizes a program theory evaluation, the Logic Model, to determine
whether the AECIP is designed in such a way that it achieve its intended outcomes from the
employer’s perspective. The Logic Model further expounds upon the three components that
outline the program theory evaluation. The Logic Model is an illustration of how an evaluand
works, employing a plausible and evidenced-based alignment between theory and outcomes
(Kellogg, 2004). Logic models visually display key components of a program from idea to
conception, including Inputs, Activities, Outputs, Outcomes, and Impact (Kellogg, 2004).
Inputs, also known as Resources, describe what is needed for the activities to work
effectively. Inputs range from financial to human and technological resources. Activities are the
specific actions that occur leading to the desired outcome. Outputs demonstrate what the activities
will produce. Outcomes characterize the overall results of the program. Outcomes result in
changes in skills, behaviors, attitudes, knowledge, and awareness (Kellogg, 2004). Outcomes are
dependent upon the preceding resources, activities, and outputs and are evaluated on a short-term,
intermediate, and long-term basis. The impact is the overarching organizational goal to be
achieved.

BRIDGING THE EMPLOYMENT GAP 20

Figure 1
Access to Employment College Internship Program (AECIP) Logic Model (Part 1)

BRIDGING THE EMPLOYMENT GAP 21

Figure 2
Access to Employment College Internship Program (AECIP) Logic Model (Part 2)

BRIDGING THE EMPLOYMENT GAP 22

As illustrated, in Figure 1 (p.19), the Access to Employment College Internship Program
(AECIP) Logic Model depicts the planning, preparation, and execution process for program
implementation. Since the inception of the AECIP, resources have been scarce. Initially, the
AECIP was operational only during the summer months of May-August. Recently, the AECIP has
received additional funding leading to program expansion including external employer
partnerships and year-round program operation. Continued funding will advance the hiring of
additional program administrative and support staff. Program components consist of work
assignments and placements within the host organization. Currently, the AECIP is available to
college students locally and nationwide, is offered year-round, and periodically integrates
professional development workshops/training covering topics such as Fiscal Responsibility,
Managing an Appropriate Online Presence, Conflict Resolution, Dressing for Success, and
Effective Communication. Interns are assigned to work in their various areas of interest matching
their college majors and employment goals. Future goals of the AECIP include externships with
employer partners.
As evidenced by the logic model, the AECIP intends to offer program participants regular
employment upon successful completion of an internship, increase their career readiness through
professional knowledge, skills, and abilities, and instill a greater awareness of workplace contexts
and practices for both employers and interns.
Definitions
The following definitions describe terms used throughout the research study and
commonly within the Access to Employment College Internship Program (AECIP). The terms are
listed in alphabetical order rather than the order in which they are presented throughout the
BRIDGING THE EMPLOYMENT GAP 23

research study. These terms and definitions provide context to the AECIP and are central to
understanding the design, methodological, and theoretical approach to the study.
Cooperative Education:
A way students acquire practical skills through tangible work experiences integrated with
knowledge gleaned through an educational background (Garavan & Murphy, 2001).
Culture-entry Shock:
The gap in applying technical and theoretical academic learning on the job in non-
technical contexts.
Experiential Learning:
A manner of learning by doing. This manner of learning is active and includes a process of
reflection of performed activities (Morris, 2020). Experiential learning covers activities such as
internships and includes four key elements:
1. Reflection.
2. The ability to demonstrate initiative.
3. The opportunity to engage on creative, intellectual, social, mental, emotional, and
physical levels.
4. The ability to learn through trial and error.
Externships:
Temporary work placements with external organizations facilitated by the host organization.
High-Impact Practices (HIP):
Learning opportunities that typically occur outside of the classroom that promote student
engagement through real-world application (Ortiz & MacDermott, 2018).

BRIDGING THE EMPLOYMENT GAP 24

Host organization:
The primary administrator of internship programs with the responsibility for designing and
arranging student placements. The Association for Advancing Communities and Families
(AACF) is the host organization of the Access to Employment College Internship Program
(AECIP) referenced throughout the study.
Integrative Liberal Learning Practices:
Practices that teach students career management skills utilizing curriculum and
experiences both inside and outside of the classroom. Integrative liberal learning practices also
encompass high-impact practices (Ortiz & MacDermott, 2018).
Internships:
An immersive experience in which students are placed within an organization and exposed
to work in the ‘real-world’ (Cortelyou-Ward, 2012). Traditionally, internships were physically
immersive, however, COVID-19 encourages a more expansive approach to internships.
Internships are completed while concurrently enrolled in an academic program (Hora et al., 2020).
Micro-internships:
Like internships, micro-internships are work placements that offer practical experience yet
differ in duration. Internships traditionally last 12-weeks to 6-months, whereas micro-internships
are much shorter stints, ranging from 5-40 hours. Micro-internships are often related to a specific
project or assignment.
Othermothering:
The ability of Black faculty and administrators to take a more personal interest in the
development of Black students, focusing on educational, professional, personal, and social issues
(Beasley, 2021).
BRIDGING THE EMPLOYMENT GAP 25

Reality-shock:
The anxiety and self-doubt (Black) graduates may experience beginning their career thus
hindering their job performance.
Traineeships:
Like internships, traineeships are short-term work experiences within non-profit
organizations, private firms, and public agencies that provide training and experience for a
specific role or field (Adeosun et al., 2022). Traineeships often lead to regular employment
opportunities.
Virtual Internships:
Simulated work experiences and challenges afforded students to develop professional soft
skills and reinforce their technical knowledge (Bayerlein, 2015). Administered in controlled, non-
threatening educational environments, virtual internships draw a direct correlation between
educational learnings and professional experiences.
Organization of the Dissertation
This chapter, Chapter one, introduces the problem of high unemployment rates of Black
college students and their contribution to racial disparities in the labor market and describes the
purpose of evaluating the Access to Employment College Internship Program (AECIP) facilitated
by the Association for Advancing Communities and Families (AACF). An overview of the
program theory is offered along with a description of the AECIP’s logic model. Chapter two
reviews recent literature specific to the necessity, effectiveness, and availability of college
internship programs. Employer interest and participation are also covered in the literature review.
Chapter three describes the research method(s) and rationale used for data collection. Chapter four
provides an analysis of the data in support of the intended evaluation outcomes.
BRIDGING THE EMPLOYMENT GAP 26

Recommendations for program improvement, guided by empirical data and literature review, are
presented in Chapter Five.

BRIDGING THE EMPLOYMENT GAP 27

CHAPTER TWO: LITERATURE REVIEW
This research study examines the structure of internship programs and the employer's
commitment to internship programs and their level of engagement with interns. Understanding the
employer’s involvement and perspective offers insight into how internship programs help combat
high unemployment rates for Black college graduates and their contribution to racial disparities in
the labor market. This literature review begins with an explanation of the types of internships
followed by a discussion on the benefits of internships (for employers and students). Next, the
literature examines the barriers to obtaining internships, which range from a lack of awareness of
available internship opportunities to limited student availability. Lastly, the literature review
concludes with a description of best practices in internships.
Types of Internships
Within the educational institutions, STEM aligned academic disciplines tend to offer the
most paid internship opportunities, while the Humanities aligned academic majors offer the least
internship opportunities (Zilvinskis et al., 2020). Data for non-profit organizations like the
Association for Advancing Communities and Families (AACF), private firms, and public entities
are not reflected although the services offered within these industries fall within the same
academic disciplines. Moreover, internships within the non-profit organizations, private firms,
and public entities are also referred to as traineeships (Adeosun et al., 2022).

BRIDGING THE EMPLOYMENT GAP 28

Table 2
Percentage of Paid Internships Offered by Discipline
Academic Discipline Percentage of Paid Internships Offered
Engineering (STEM) 91%
Health Professions 16%
Social Service Professions 13%
Education 3%

Ample evidence exists to suggest that internships should be paid, particularly those
required for degree completion. Minimally, educational institutions should adopt internship
placement practices and/or alternative measures to satisfy the degree requirement in the event an
internship is not a viable option. The role of formalized partnerships with employer organizations
deserves further exploration including adherence to employment law.
Although some internships are required for degree completion and offer college credit,
employer organizations are still required to ensure their internship programs are compliant with
employment law. Annually, US organizations employ upwards of two million college interns
(Rogers, 2013) with over 70% of organizations offering internship programs (Capek et al., 2017)
and 66.7% of those internship opportunities are unpaid. Non-profit organizations are the biggest
offenders over government and for-profit organizations (Hurst et al., 2012). Additionally, of the
remaining 30% of organizations that do not currently offer an internship program, 60% would like
to, yet are unable to offer monetary compensation (Capek et al., 2017). In recent years, more than
30 lawsuits have been filed against organizations for unpaid labor under the guise of an internship
BRIDGING THE EMPLOYMENT GAP 29

program (Suen & Brandeisky, 2014) illustrating the related legal and ethical implications. In
2018, the U.S. Department of Labor Wage and Hour Division issued a revision to Fact Sheet #71:
Internship Programs Under the Fair Labor Standards Act. This revision outlines seven factors’
employers must meet to legally offer unpaid internships. Fact Sheet #71 is included in the
appendices.
Some employers have found ways to violate some factors but adhere to others and
legitimize their unpaid internships. For example, an organization may bring on unpaid interns to
complete work tasks that other employees may be paid to complete; however, the interns may
also receive academic credit hours. An employer’s willingness to find loopholes within Fact Sheet
#71 for their own personal gain only perpetuates the exploitation of, primarily underserved Black
college, students, and free labor (Durack, 2013). Ideally, educational institutions and employer
organizations will create partnerships to formalize paid internship opportunities that are beneficial
to all stakeholders.
Benefits of Internships
Internships are mutually beneficial to employers and students alike (Silva et al., 2016).
Increased employability and earning potential primarily benefit students, while other factors
benefit employers, such as reduced cost and time in hiring, increased organizational diversity, and
experienced employees. Additionally, organizations benefit from the fresh perspectives, new
ideas, and advanced experience with modern technology that interns bring (Sides & Mrvica,
2007). Students and employers alike appreciate the diversity that is gained from internship
programs.

BRIDGING THE EMPLOYMENT GAP 30

Benefits for Employers
Much like students, employers also have expectations of internship programs. Admittedly,
developing internships can be labor intensive. Creating value-added work assignments, providing
supervision, and the time commitment can present challenges that deter/dissuade employers
(Criscoe & Land, 2020). The benefits for employers can often outweigh the sacrifice. An
employer’s involvement in the planning and implementation of said programs is imperative
(Trach & Mayhall, 1997).
Educational institutions are often viewed as the means in which to prepare students for
their professional career, instilling technical knowledge (Arum & Roksa, 2011). Employers also
play a vital role in helping prepare students for their professional journey. Experiential learning
contributes to a student’s career trajectory. Learning extends beyond the classroom translating
knowledge into experience (Tinto, 2012). The resulting benefit for employers is well trained
interns that are willing and ready to take on the challenges of an internship program (Trach &
Mayhall, 1997), providing the soft and transferable skills not taught in the classroom. Crawford
(2011) defines these soft and transferable skills as (oral and written) communication, decision
making, problem solving, self-management, leadership, teamwork, professionalism, applied
knowledge and experiences. There is a need to hone these skills as the labor market grows
increasingly competitive, particularly for Black graduates (Marsh et al., 2016).
There is a wide gap between what is taught and learned in the classroom and what
employers expect in terms of employability skills (Crawford & Fink, 2020). Employers indicate
the most significant and sought-after professional skills for all levels of employment are
interpersonal, including written and oral communication, critical thinking and problem solving,
use of technology and computer applications, leadership and teamwork, and analytical skills
BRIDGING THE EMPLOYMENT GAP 31

(Gault & Duey, 2010). Yet, a Sapp & Zhang (2009) study reveals that students are less prepared
with the professional skills needed to successfully participate in an internship. Employers also
view personal characteristics as part of the student’s identity and employability, thus seeking
initiative, confidence, and (positive) attitude in candidates for employment (Irwin et al., 2019).
Participation in internships increases students’ soft skills competency (Crawford & Fink, 2020)
thus providing the experience that 76.3% of employers indicate they prefer when hiring Black
graduates (Gault & Duey, 2010).
Embarking upon a new career can be daunting for new Black graduates. There is a shock-
value associated with the transition from academia to the work force. Kramer (1974) refers to this
period of transition as reality-shock. Reality-shock refers to the anxiety and self-doubt Black
graduates may experience beginning their career and hinders optimum job performance. Kowtha
(2011) further examined the transition from academia to the workforce, referring to it as culture
entry shock. Culture entry shock describes the gap in applying technical academic learning on the
job in non-technical contexts. Students attribute the shock they experience to the lack of practical
application of theoretical concepts learned through coursework in the real-world (Ornellas et al.,
2018). Having participated in an internship program lessons the culture-entry and reality-shock by
eliminating ambiguity in workplace expectations, standards, and procedures (Taylor, 1988;
Kowtha, 2011). Employers report that evidence of past work experience is indicative of Black
graduates' employability (Irwin & Simms, 2019). Internships demystify the apprehension Black
graduates have when navigating and managing their career (Ortiz & MacDermott, 2018).
Human Capital theory marries education and training illustrating the benefits of internship
programs for employers. Human capital is the economic value interns and employees bring to an
organization (Sides & Mrvica, 2007). Human capital theory addresses the level of commitment
BRIDGING THE EMPLOYMENT GAP 32

and engagement from employers during an internship in that it requires an investment in interns'
knowledge, skills, and abilities and addresses their employability in relation to the profitability
and economic value to their employer (Madsen & Bingham, 2014).
Education plays a vital role in how students approach their career goals. Career
development practices, such as internship programs, further enhance this approach (Hooley,
2022). The six predictors of a successful internship program include: academic preparedness,
proactivity/ aggressiveness, positive attitude, quality of worksite supervision, organizational
practices and policies, and compensation (Beard, 1999). Human Capital theory, formulated by
Becker (1962), posits that students can increase their productivity, effectiveness, and efficiency
through education and training, thus increasing their earning potential (Cooper & Davis, 2017).
Becker (1964) suggests that a student’s characteristics, potential to perform on the job, their
ability to learn and grow, their motivation to train others, and their shared knowledge and
expertise all combine to develop the Human Capital theory.
When employers understand how their employees add value to the organization, they
make more concerted efforts to invest in them (Becker, 1993). Internships provide an opportunity
for employers to invest in students through training and development for future human capital
gains for the organization. Training is critical in relation to the Human Capital theory. Training
helps improve employee performance by allowing practical application of what is learned in the
classroom (Adeosun et al., 2022). Each of the internship predictors can be categorized within the
Human Capital theory and influence the benefits employers reap through internships.
Students with internship experience adapt more easily to organizational culture resulting
in reduced training time and costs (Sides & Mrvica, 2007). The more educational institutions and
employers invest in student interns, the more all stakeholders’ benefit. Investments in internships
BRIDGING THE EMPLOYMENT GAP 33

are paramount to the employability of students and the competitive positioning of organizations
(Chen & Gan, 2021).
Benefits for Students
Students, being the primary stakeholder, recognize the benefits of internship opportunities
and thus have expectations of such opportunities. Internships are designed to expose students to
real-world work experiences and to equip them with the requisite soft skills employers seek
(Adeosun et al., 2022). Students also use internships as a method to develop their professional
identity. A balance between their educational instruction and real-life application is sought. The
ability to ask questions, seek counsel, interact with, and observe industry professionals makes
internships an invaluable experience for students and positively impact students’ academic
performance, self-confidence, and social development (Fletcher et al., 2021).
Internship programs help to develop a student’s professional identity by exposing students
to professional experiences and opportunities that expand their skillset. This includes
understanding employer expectations, establishing professional standards, and aligning with the
organization’s ethical values (Wang et al., 2014). Students are eager and motivated to grow
professionally. Becoming familiar with their intended profession and industry contributes to the
formation of their identity and are thus challenged to think more critically (Jackson, 2017).
Role modeling and mentorship is critical in building professional relationships and to the
development of independence within a student. As students become familiar with their identity
and develop a deeper connection with authority, they become more comfortable questioning
information and affirming their own voice (Carpenter & Pena, 2017). Their own internal voice
guides their direction while offering personal perspectives (Matthews et al., 2011). Students
BRIDGING THE EMPLOYMENT GAP 34

construct meaning and purpose from their learning and interactions increasing their self-
confidence.
Students are confident in the skills and abilities they develop throughout their internship.
They identify their own values and behaviors and how they align with their professional trajectory
(Jackson, 2017). Internship programs have significant influence on the formation of a student’s
professional identity. Equally beneficial are the skills and abilities employers seek.
Students that are most adaptable and flexible also demonstrate high self-efficacy. These
students are more open to organizational change and taking on new tasks (Nauta et al., 2009).
Self-efficacy refers to the way students behave, think, and feel about themselves (Drysdale &
McBeath, 2014). The combination of theoretical knowledge and practical application through
internship programs leads to personal development. Students with high self-efficacy demonstrate
intrinsic motivation to accomplish goals. Self-efficacy increases as students gain more experience
through internships, demonstrating optimism when taking on new tasks and facing challenges
(Nancy, 2020).
Even when faced with failure, students with high self-efficacy are more resilient. Students
view obstacles as a challenge they can overcome. A 2013 survey indicates that 95% of employers
prioritize intercultural skills, integrity, ethical judgement, and professional growth and
development as highly sought-after skills for employment (Finely & McNair, 2013). Participation
in internship programs helps students master these skills and characteristics through increased
self-efficacy. Self-efficacy also influences students’ behavior. Perseverance, action, and effort are
key behaviors that demonstrate a student’s level of self-efficacy (Dryddale & McBeath, 2014),
and transfer into the academic setting.
BRIDGING THE EMPLOYMENT GAP 35

Self-efficacy is a great predictor of academic performance (Nancy, 2020). While
internships are value-added, the relevance of internships lessons without a firm academic
foundation (Sides & Mrvica, 2007). Internships help students develop skills that enhance their
academic performance. Acquired job skills, such as time management, the ability to focus on
tasks, and self-discipline are equally important in the academic setting (Knousse et al., 1999).
Participation in internships equates to continuance in school and degree completion. The
stronger a student’s coursework is linked to internship tasks, the more students will gain from the
experience (Narayanan, Olk & Fukami, 2010). A Kwong and Lui (1991) study reveal that
students that participate in internship programs see an average increase in their overall grade point
average (GPA) of 4.52%. Additionally, improved study habits and a student’s positive attitude
towards work and academic studies have a direct correlation to their participation in internship
programs (Drydsdale & McBeath, 2014). Students that participate in internship programs can
connect their hands-on work experiences to their academic studies (Drydsdale & McBeath, 2014).
This demonstration of a deeper engagement in educational and professional endeavors boosts
students’ self-efficacy, particularly, Black college graduates.
Barriers to Internship Programs
Barriers to internship programs vary and negatively affect accessibility. A recent study
indicates that 64% of students face barriers and are unable to actively pursue internship
opportunities (Hora et. al., 2019). Recurring themes among these barriers are categorized
primarily as a lack of awareness, financial and sociocultural barriers due to limited student
availability and affordability, familial, and collegial support, and student preparedness. All these
barriers lead to hesitancy and low participation in internship programs among Black college
BRIDGING THE EMPLOYMENT GAP 36

students, resulting in high unemployment of Black college graduates and racial disparities in the
labor market.
Lack of Awareness
Awareness of internship opportunities ranges among all students from little to no
awareness to having a personal and/or institutional process of awareness. Black college students
are least likely to have established a system of awareness either on their own or in partnership
with their families and institutions (Finley and McNair, 2013; Kuh et al., 2015). The student
involvement theory supports the notion of a student’s awareness of and participation in internship
programs and directly correlates to their level of physical and psychological engagement in
academia (Astin, A. W., 1984).
Astin’s Student Involvement theory illustrates how educational institutions contribute
to a student’s involvement. Of Astin’s (1984) five postulates of this theory, the two that are most
indicative of the educational institutions and employer’s role in student involvement are (1)
Student development is directly related to the student’s frequency and level of involvement in
programs, events, and opportunities (2) The quality and effectiveness of programs, events, and
opportunities is proportional to student involvement and performance. While this theory
concentrates on the ownership of the student in their own development, it also reveals how a
educational institutions and employers’ lack of ownership contribute to a student’s lack of
awareness.
Faculty and administration have a mutual responsibility to counsel and provide resources
to students. Esteemed institutions tend to promote and provide guidance to students on accessing
internship opportunities more readily than less prestigious institutions (Parks-Yancy, 2012) thus
disproportionately impacting Black students that are less likely to attend the more elite
BRIDGING THE EMPLOYMENT GAP 37

institutions. Research demonstrates some institutions provide resume review and mock interviews
for internship opportunities and preparation for employment, while less established institutions
fail to offer similar professional preparation further highlighting racial disparities.
Evidence suggests that attending more prestigious institutions leads to increased
employability based on the institution’s reputation; however, employers place less emphasis on
the institution and focus more on the soft skills learned through participation in internship
programs (Finch et al., 2013). A Parks-Yancy (2012) research study highlights the lack of
awareness Black college students have about internship opportunities compared to their White
counterparts and how the rapport between faculty and student privilege White students over their
Black counterparts. Privilege and superiority are perpetuated by White faculty and students when
Black students have limited and restricted access to information and internship opportunities (Ro
et al., 2021). While internships should reflect a triadic partnership between educational
institutions, students, and employers (Lei & Yin, 2019), students are often left to secure
internships on their own with little to no guidance from their educational institution. Faculty and
administrators act as gatekeepers withholding information from Black students and blocking their
access to career opportunities including internships, research projects, and networking events
(Park et al., 2022).
These opportunities are more readily available to non-Black students and contributes to
educational, social, and professional growth and advancement. Thus, it is the expectation that
educational institutions disseminate information about internship opportunities to all students,
however, administrators at these institutions are entrusted to determine to whom, how, and when
information is shared, which is influenced by personal biases (Hora, 2019). Therefore, the
responsibility of identifying internship opportunities is often placed solely on the student while
BRIDGING THE EMPLOYMENT GAP 38

the ability to effectively relate internship opportunities to the fulfillment of academic degree
requirements is an institutional responsibility (Kuh et al., 2008).
Students have expressed a need to better understand and identify internship opportunities
with the support and transparency of their institutional advisors (Finley, A., & McNair, T., 2013).
Students who frequently engage with faculty and administrators are more likely to be involved in
academic, personal, and professional development (Astin, 1984). Students that interact with
faculty outside of the classroom are more likely to be aware of and participate in internship
programs (Ro et al., 2021). Students and their collegial relationships thrive in educational
environments in which faculty, staff, and administrators are actively engaged in their learning
(Finley and McNair, 2013).
In addition to exposure, research indicates increased levels of overall student satisfaction
and retention within their educational institutions where positive student-faculty/administrator
relationships, often referred to as “othermothering,” exist (Beasley, 2021). Studies further
expound on the importance of like representation for Black students. Developing relationships,
particularly, with kin like faculty, administration, and even employers beyond the classroom is
most advantageous for Black students. Black students continue to suggest that their educational
institutions make a concerted effort to better engage, support, and develop relationships with
Black students (Park et al., 2022).
The Career Counseling Services departments and faculty/ administrator led student
organizations are catalysts for these efforts. Additionally, parents, family, and friends are also
resources for identifying internship opportunities. This is often the preferred method of finding
internship opportunities based on the frequency in which Black college graduates experience
marginalization and rejection (Park et al., 2022). However, students with parents that have
BRIDGING THE EMPLOYMENT GAP 39

advanced educational backgrounds are better positioned to participate in internship programs than
Black and first-generation college students (Ro et al., 2021), of which 27% are Black. While
awareness of and access to internships for Black college students is problematic, student
availability presents additional obstacles.
Financial and Sociocultural Barriers
Full course loads and personal obligations place additional demands on students therefore
limiting their availability to participate in internship programs. The increasing need for students,
particularly first generation and Black students, to maintain steady employment while attending
school full-time hinders their ability to participate in internship programs (Dirienzo, 2016). In
2018, 43% of full-time and 81% of part-time undergraduate students were employed (National
Center for Education Statistics, 2019) with 69% of students working to meet their basic needs
(Beban & Trueman, 2018). Students understand the benefits of participating in an internship
program, yet research indicates that 64% of students who want to participate in internship
programs are unable to due to other work and school commitments (McKinney et al., 2004).
While obtaining an education is considered a great opportunity, particularly for underserved
Black students, working their way through school is commonplace (Manthei & Gilmore, 2005;
Robotham, 2009). Juggling competing priorities forces students to decide between maintaining
their livelihoods and advancing their education and careers, thus the type of internship must be
taken into consideration.
Discussions around paid and unpaid internships address their fairness among Black
college students and their legal and ethical implications. Unpaid experiences highlight the need
for equitable practices within internship opportunities (Jackson & Roth, 2021) while paid
internships often translate into more transferrable skills sought after by employers and higher
BRIDGING THE EMPLOYMENT GAP 40

paying employment opportunities upon graduation. Recent studies illustrate the impact of paid
internships in that students with paid internship experience are 50% more likely to receive a
higher paying job offer upon graduation than their peers with unpaid internship experience
(Zilvinskis et al., 2020). Unpaid internships offer no monetary recourse for students with
intersecting personal and educational financial responsibilities (Ashley et al., 2015) yet other
research highlights that first- generation and Black students are more likely to participate in
unpaid internships. Research also suggests that students do not consider unpaid internships as
quality work experiences (Beban & Trueman, 2018). In addition to poor quality employment
experiences, unpaid internships contribute to the lack of economic mobility students aim to
achieve through paid employment. However, research suggests that employers are more likely to
hire students with unpaid internship experience over students with volunteer and/or paid work
experience unrelated to the position (Rothschild & Rothschild, 2020). Within the exploration of
unpaid internships, 88.5% of students expressed the need and/or desire to take on additional paid
work to sustain their lives (Capek et al., 2017). The statistics surrounding paid and unpaid
internships prompt further investigation into the educational institutions that require and the
organizations that offer internship participation.
Best Practices of Internship Programs
Internships offer a low-risk, cost-effective way to evaluate potential employees (Callanan
& Benzing, 2004). Internships are being used more as a primary recruiting tool for experienced,
full-time employees (Criscoe & Land, 2020). The positive socialization that occurs among
students and employers during an internship translates to marketability of the organization,
potentially reducing associated recruiting costs (Callanan & Benzing, 2004). Today’s labor
market is highly competitive with organizations requiring related experience, skills, and
BRIDGING THE EMPLOYMENT GAP 41

competencies even for entry-level positions (Drysdale & McBeath, 2014). The employment
market presents challenges, particularly since the onset of the COVID-19 pandemic, demanding
more experience from potential employees than they have in the past (Chen & Gan, 2021).
Internships bridge the gaps between the demands of employers and experience. Internships allow
employers to become familiar with students’ work ethics and abilities thus making them more
likely to hire than less familiar students (Taylor, 1988). Employers report savings upwards of
16% in recruitment and training costs when hiring Black graduates with internship experience
(Gault & Duey, 2010). For Black graduates, internships remain a prime source of employment
opportunities (Knouse et al., 1999). Internships help develop a steady pipeline of experienced
employee prospects (Callanan & Benzing, 2004). Employers that understand the importance of
diversity, equity, and inclusion within the workforce are more likely to participate in internships
(Khuntia et al., 2022). Interns also seek diversity within organizations when actively seeking
employment (Park et al., 2022). Hiring Black graduates into entry-level positions via internships
is a great start to improving organizational diversity (Galea, 2022). Internships enhance
organizational succession planning. For example, intern supervisors get hands-on supervisory
experience that better position them for leadership roles with minimal training cost to the
organization (Degravel, 2011)
Research indicates that internships have a significant impact on students, particularly
Black college graduates’, employability, self-efficacy, and academic performance. Employability
helps students identify their areas of interest and fields in which they are fulfilled and productive
(Irwin et al., 2019) Employability is approached from the individual/ student, employer, and
economic-social perspectives. Formalized internship programs that include mentoring, feedback,
and supervisory support increase employability (Fiorito et al., 2007). Specific to organizations,
BRIDGING THE EMPLOYMENT GAP 42

employability refers to the continuous learning and development of skills and competencies
required by employers (Nauta et al., 2009). Among these skills and competencies, adaptability
and flexibility are key employability characteristics. One of the drawbacks to increased
employability of students is the focus on their own personal and professional development rather
than the organization. This focus can lead to increased demand for growth and the propensity to
change jobs more frequently (Nauta et al., 2009). As a result, organizations must increase their
own employability. Organizations must also demonstrate flexibility in how they engage their
employees through task assignment and self-development (Nauta et al., 2009). Failure to maintain
high levels of employability within organizations will manifest through turnover and lower
retention. Job satisfaction equates to lower employability in that employees become more
complacent and less invested in their own growth and development (Nauta et al., 2009). Thus, a
culture of employability within organizations is necessary to maintain a high level of engagement
with interns.
Internships began as a method of training for skilled labor and have since evolved to
include training to develop soft skills. Historically, internships have not been as readily available
to Black college students as they have been to their White and non-marginalized counterparts.
Effective internships can strengthen collaborative partnerships between employers and
educational institutions (Adeosun et al., 2022). Student-faculty relationships are catalysts to a
students’ participation in internship programs. Students demonstrate some level of self-efficacy
through their interest in internships. A students’ educational background better positions them for
internships but they may also be unsure of their career trajectory. This uncertainty may be more
beneficial in that it offers students the opportunity to participate in a variety of work experiences,
narrow their career interests, accumulate multiple skills, and broaden their professional network
BRIDGING THE EMPLOYMENT GAP 43

(Vuolo & Mortimer, 2012). Internships benefit students through increased access to employment
opportunities (Taylor, 1988). Ultimately, internships empower Black college graduates (Sides &
Mrvica, 2007) and lead to a reduction in the unemployment rate for Black graduates (Silva et al.,
2016).
Employer involvement in internship programs is equally beneficial to students and
organizations alike. Employer involvement and mentorship increases a students’ employability
through on-the-job training and experience thus creating a pipeline of employment ready
prospects (Panigrahi et al., 2015). The efficiency and cost-savings organizations incur through
their involvement in internships are significant. With the recent changes to the labor market, in
terms of work-flexibility, task-assignment, and growth, internships are prudent to strategic
recruitment and organizational succession planning. Internships help bridge the gap in
employment for Black college students as they transition from their educational pursuits to their
professional career (Drysdale & McBeath, 2014).

BRIDGING THE EMPLOYMENT GAP 44

CHAPTER THREE: METHODOLOGY
The purpose of this study is to examine the structure and value of the Access to
Employment College Internship Program (AECIP) from the employer's perspective. This study
also explored the employer's commitment to internship programs and their level of engagement
with interns. This research study measures the value, usefulness, and organizational structure and
support of the AECIP. Utilizing the Kellogg Logic Model program theory approach, this research
study thoroughly examined the inputs/resources, outputs, and outcomes to gain a better
understanding of the program structure, organizational stakeholders and their interest and
investment in internship programs. The successful evaluation of the internship program led to
recommendations for improvement and scalability of the AECIP.
Evaluation Questions
The following questions guide the research in further exploration of the structure, value,
and employer commitment and engagement inf the Access to Employment College Internship
Program (AECIP) from the employer's perspective. While a complete evaluation would assess
student interns and employers, the primary stakeholder this research study focuses on are
employers and employer partners that are currently or have previously hosted interns as a part of
the Access to Employment College Internship Program (AECIP).
1. What are the perceptions of employers regarding the value and usefulness of the
internship program?
2. What feedback do employers have regarding the structures and processes of the
program?
3. What suggestions do employers have for strengthening employer commitment and
engagement in the internship program?
BRIDGING THE EMPLOYMENT GAP 45

Overview of Design
This research study utilizes a mixed-method survey approach (Schoonenboom and R, B.
J., 2017). The research was conducted using an anonymous 40-question survey from employees
and/or employer partners of the Association for Advancing Communities and Families (AACF).
The responses to this quantitative research draw upon the participants and stakeholders
background, knowledge, experience, needs and values (personal and organizational), and
opinions, providing more comprehensive data.
The Researcher
As the parent of a recent Black college graduate whose degree completion and graduation
was contingent upon successful participation in an internship program, this research topic
resonates with me and is of utmost importance. My son experienced some of the same barriers
most Black college students face, mainly lack of awareness. My son was required to complete at
least a 6-month internship while maintaining a full-time academic course load. My son did not
receive support from college administration and was challenged to identify his own internship
opportunities. The maternal side of me grew frustrated and disappointed with the lack of support
from the institution and the professional side of me felt a sense of urgency to assist my son. My
son was able to secure a long-term internship that led to additional paid opportunities, but not
without some angst.
Given my own educational journey and my background and role within human resources,
I was able to provide guidance to my son in securing relevant internship opportunities. However,
the support I was able to provide to my son is uncommon for Black college students. Lack of
guidance and opportunity threatens many Black college students’ livelihood. What my son
experienced makes this research study personal; however, the significance of this study
BRIDGING THE EMPLOYMENT GAP 46

outspreads beyond my son to every Black college student/graduate that have or may find
themselves in a similar predicament.
As the Sr. Program Director of Diversity, Equity, and Inclusion for the Association for
Advancing Communities and Families (AACF), I am conscientious of my most salient social
identity markers as a Black, diversity, equity, and inclusion (DEI) and human resource (HR)
professional. I also direct and facilitate the AECIP and understand the complexity that my
position may present. Given my role and experience working with the target participants, I do
have my own assumptions of what the survey results will yield. While I do expect full honesty
and transparency in the survey responses, I also expect critical feedback regarding overall
participation in the internship program. My assumption is based on challenges I have faced in
garnering employee buy-in to participate in the internship program. I over-emphasize the
anonymity of all participants to demonstrate objectivity in my positionality and restrain my
assumptions.
Participation was optional for all stakeholders and all data was collected using tools and
processes not associated with the AECIP or the AACF. All communication was sent via my USC
email account and platforms to eliminate any unintended perception and influence. Working from
home also minimized any pressure to participate in the survey that my physical presence (in daily
interactions) may have otherwise created. This approach helped to eliminate any display of
partiality that may have jeopardized and threatened the integrity of the research.
To mitigate any authority my position may have had on the data, transparency with my
positionality was critical. Neutrality is imperative to solicit unbiased feedback. I used my position
and rapport that I have developed to build further trust, rather than authority, and to help deepen
BRIDGING THE EMPLOYMENT GAP 47

partnerships giving all stakeholders ownership in the research. The underlying ethics of the study
considers the interest of all stakeholders (interns, employers, and funders).
Data Sources
The research design includes a 40-question quantitative anonymous survey. The purpose
of the survey is to evaluate the structure and measure the value, usefulness, and organizational
support of the AECIP from the employer’s perspective. Each question addresses one or more of
the following concepts: program structure, employer commitment to the internship program and
level of engagement with the interns. The results are analyzed and used to inform improvements
to the AECIP.
Eligible Participants
The Association for Advancing Communities and Families (AACF) is comprised of 24
programs and services, each of which is led by a Program Director or Supervisor. One of the
goals of the Access to Employment College Internship Program is to have all 24 programs and
services host at least one intern during the duration of the internship program. Currently, of the 24
programs and services, 12 programs and/or services have consistently hosted at least one intern
during each program cycle for the past eight years. The survey was administered to employees
and employer partners that are currently or have previously hosted interns as a part of the Access
to Employment College Internship Program (AECIP).
Survey Method
An anonymous 40-question mixed method survey was used to gather feedback from
employers and employer partners regarding the internship program structure, level of
commitment to internships, and level of engagement with interns. The survey was distributed
electronically via email with the ability to be completed on a mobile device. This multi-faceted
BRIDGING THE EMPLOYMENT GAP 48

approach was appropriate to maximize the survey response rate (Creswell & Creswell, 2018).
The survey is comprised of nominal, ordinal, and open-ended questions. The average length of
time to complete the survey was 12 minutes via a computer terminal. Data has not been gathered
on the average length of time it took to complete the survey via a mobile device. A purposeful
sampling multifaceted approach was used to recruit employers and employer partners to
participate in the survey for this research study.
Instrumentation
The survey includes two qualifier questions to help identify eligibility to participate in the
survey, fifteen questions that describe the participants and their experience, ten questions that
address the value and usefulness of the internship program, nine questions related to the program
structure, six questions that allows the employee/ employer partner to provide suggestions and
share any additional comments regarding internship programs. The nominal, ordinal, and open-
ended questions were designed to elicit free thoughts and directness prompting ingenuousness in
the survey responses (Creswell & Creswell, 2018). The responses draw upon the participants’
experience, knowledge, values, and opinions and lead to increased validity (Patton, 2015). A copy
of the mixed method survey used is included in the appendices.
Data Collection Procedures
Upon gaining IRB approval, the research survey was launched between April 12, 2023,
and April 19, 2023. An invitation to participate in the research study and an introductory
statement describing the purpose and importance of the research was provided to all participants
at the beginning of the survey. Participants are given the opportunity to ask questions and seek
clarification via email prior to completing the survey. In compliance with the participant’s right to
privacy (Glesne, 2011; Rubin & Bellamy, 2012), voluntary participation and participant
BRIDGING THE EMPLOYMENT GAP 49

anonymity was emphasized, and written consent was obtained. Agreement to willingly participate
in the survey was obtained by the researcher from all employees and employer partners prior to
their completion of the survey. Participants were not incentivized to complete the survey. Surveys
were sent out via email from my USC email account. The survey was also conducted utilizing
Qualtrics, a USC survey platform. The survey data cannot be manipulated. Survey responses are
stored within Qualtrics, and a full survey report was downloaded in pdf. format and analyzed.
Data Analysis
I received an email notification each time the research survey was completed. I reviewed
each completed survey individually and all together after all participants had completed the
research survey. The responses to each survey question were reviewed and grouped in relation to
each research question. The themes identified led to subsections under each research question.
The narrative feedback was reviewed separately, utilizing a thematic approach, and coded to
identify and analyze recurring topics. A thematic analysis allows the researcher to identify and
interpret themes found throughout the survey results and data (Braun & Clarke, 2006). The
narrative feedback was also compared to the quantitative responses to determine if it was
congruent with the data. The overall data analysis identified themes that clarified the employer’s
perspective regarding the planning, preparation, and implementation of the internship program.
Validity and Reliability
Given my role within the organization and relationship with my colleagues, it is critical to
maintain my own credibility and trustworthiness among the participants. Demonstrating a
heightened level of ethics strengthens the validity and reliability of the research study (Merriam &
Tisdell, 2016). Transparency is paramount. Potential participants were identified and emailed
directly at their organizational email address. The initial email (1) explained that the research
BRIDGING THE EMPLOYMENT GAP 50

study is being conducted in partnership with the University of Southern California (USC), (2)
asked each participant if they were willing to participate in the survey, and (3) asked each
participant to provide their preferred email address to receive the survey link. One third of the
participants responded to the initial email. After 24 hours, a second follow up email was sent to
the participants that had not yet responded reiterating that participation in the survey did not have
any bearing on their ability to host interns in the future. The second follow up email yielded a
100% response rate. Once I received an initial agreement to participate, the survey link was
emailed directly to the participant’s preferred email address directly from my USC email account.
Using the USC email account to distribute the survey neutralized my position as the principal
investigator and minimized any potential influence that may exist. Lastly, prior to answering any
survey questions directly related to the research questions, participants were given an information
sheet, the electronic data storage process was shared, the purpose of sharing research findings was
explained, and written consent was obtained.
To ensure validity, all survey questions were aligned with the research questions and the
logic model. Survey response rates were also monitored for reliability. Participants were given the
option to review the analysis and interpretation of their survey responses which increases validity
and credibility (Merriam and Tisdell, 2016). Taking this approach prior to publication allows time
for necessary revisions.
Ethics
Ethical concerns are prominent whenever a collaborative research study is conducted
(Merriam and Tisdell, 2016). Given the researcher’s positionality, it was important that each
participant engaged based on their own interest and willingness and not based on any influence of
the researcher or obligation to the AECIP. As it pertains to this research study, all participants
BRIDGING THE EMPLOYMENT GAP 51

were provided with detailed information about the study and their voluntary participation. The
researcher was willing to answer any questions survey participants may have had about the study
and data collection process prior to obtaining their written consent. Names of human subjects and
their responses were kept confidential and will remain confidential thereafter. Full anonymity was
observed in the data findings. Additionally, participants remained apprised of the status of the
research throughout the data collection process to minimize any ethical concerns.

BRIDGING THE EMPLOYMENT GAP 52

CHAPTER FOUR: FINDINGS
The purpose of this study is to examine the structure and value of the Access to
Employment College Internship Program (AECIP) from the employer's perspective. Using a
mixed method survey approach, this chapter analyzes the survey results to evaluate the AECIP.
The three research questions that guide this study are:
1. What are the perceptions of employers regarding the value and usefulness of the
internship program?
2. What feedback do employers have regarding the structures and processes of the
internship program?
3. What suggestions do employers have for strengthening employer commitment and
engagement in the internship program?
The research questions were designed to evaluate the structure, value, and employer
commitment and engagement in the AECIP from the employer’s perspective. The 40 survey
questions are comprised of closed-ended, demography, open-ended, net promoter score (NPS),
and Likert scale questions. These types of questions measure the employer’s opinions, fidelity,
and elicit feedback in their own voice.
Overview of Survey Participants
A total of 12 employers and employer partners were invited to participate in the
anonymous research survey. There are 24 total programs/ departments within the Association for
Advancing Communities and Families (AACF). The sample group of 12 employers and employer
partners represents 50% of the programs/ departments that are eligible to host an intern.
BRIDGING THE EMPLOYMENT GAP 53

Of the twelve employers and employer partners that were invited, eleven agreed to
participate in the anonymous survey. This represents a response rate of >80%. A response from
more than nine employers and employer partners is considered reliable data.
The eleven survey participants responded to the mixed-method survey providing insight
based on their experiences as an employer or employer partner that is currently or has previously
hosted interns through the AECIP. Examining their experience with hosting interns enriched the
understanding of the internship program and process.
Motives for Hosting Interns
All eleven survey participants responded that they have hosted and/or are currently
hosting interns. Of the eleven total survey participants, seven indicated they would continue to
host interns in the future and four are unsure if they will host interns in the future. When asked
why they chose to host interns, the primary reason given for hosting interns, as indicated by five
out of the eleven survey participants, is to have interns complete a temporary assignment or
project. Three of the eleven survey participants were encouraged by their supervisors to host
interns within their programs/departments. One survey participant hosted interns with the intent of
selecting a long-term hire to fill a vacancy. Four survey participants cited ‘other’ reasons for
hosting interns.
The common theme throughout the ‘other’ reasons for hosting interns is the interest in
providing experience and opportunities to student interns. For example, one participant said, “I
believe that internship programs are valuable in giving the youth a first experience in the
workforce.” Another gave a similar response stating, “We have an interest in training.” The last
two comments refer more to the agency. For example, one participant indicated that their interest
in hosting interns is because “It was an agency promoted program.” Based on this response it is
BRIDGING THE EMPLOYMENT GAP 54

unclear if this participant would host interns if the program were not promoted by the agency.
Another responded similarly stating they wanted to “Assist agency with great program.” The
responses from all the participants illustrate their interest in the internship program and hosting
interns.
The Approach to Hosting Interns
When asked about the way they hosted interns, six participants said they hosted interns in-
person, one participant said they hosted interns virtually, and four participants said they hosted
interns both in-person and virtually. Those that responded that they have hosted interns virtually
may have hosted interns pre- and post-COVID pandemic. In comparison, when asked how they
prefer to host interns, seven participants responded they prefer to host interns virtually and four
responded they prefer to host interns in-person. No additional explanation was provided for their
preferences.
The amount of time the participants hosted interns varied. When asked how long they
hosted interns, seven participants indicated they hosted interns for 1-3 months, three participants
hosted interns for 4-6 months, and one participant hosted interns for 10-12 months. In recent
iterations of the internship program, intern cohorts ran every 90 days. Generally, the participants
feel that the length of time they hosted interns was adequate. More specifically, when participants
were asked if the duration of the internships that they hosted were ‘too long,’ ‘just right,’ or ‘too
short,’ ten responded ‘just right,’ and one responded, ‘too short.’ No additional reasoning was
given as to why the duration was ‘too short.’
Future Interest in Hosting Interns
One question asked early in the research survey measured the participants interests in
hosting interns. Five of the eleven survey participants responded favorably expressing their
BRIDGING THE EMPLOYMENT GAP 55

interest in hosting interns. This response rate is less than half of the survey participants. One
could deduce from this data that most survey participants are not interested in hosting interns.
Yet, another question asked later in the survey measured whether survey participants would host
interns again in the future. Seven of the eleven survey participants, which is greater than half, said
they would host interns again in the future. Additional survey results further justify the interest in
hosting interns in the future. The remainder of the research survey examined different components
of the internship program related to value, structure, commitment, and engagement.
Overview of Findings
The remainder of this chapter analyzes and summarizes the findings from the anonymous
responses to the research survey. The data is disaggregated by research questions and addresses
the overall value of the internship program, the structure and process of the internship program
and employer commitment and engagement in the internship program. This chapter concludes
with a summary of the key survey data that anchor the recommendations for the AECIP. The
recommendations lead to improvements, sustainability, and scalability for the internship program.

Evaluation Question 1: What are the perceptions of employers regarding the value and
usefulness of the internship program?
Overall, employers and employer partners perceive the AECIP to be of great value. As
detailed further below the data illustrates the value of the internship program, the ability and ease
of working with interns, the likelihood of recommending the internship program to others, and the
impact of the AECIP on employers and employer partners.

BRIDGING THE EMPLOYMENT GAP 56

The Value of Internships
Participants were asked to rate the overall value of the internship program for their
respective programs/departments; seven of the eleven survey participants indicated the program
had a great deal of value and one survey participant indicated it had some value. When asked in
an open-ended question what would have made the internship program more valuable to their
programs/departments, eight of the eleven survey participants responded with comments in which
two themes emerged: (1) The ability to host interns in person and (2) Scheduling interns.
Additional isolated comments were also made.
First, participants indicated they prefer to host interns in-person. For example, one
participant stated “Due to COVID, interns were not allowed to work on site. There are several
tasks that require interns to be on site (e.g., filing, training).” Another echoed “Having more in-
person interaction.” A third participant said, “More office space to take on more interns.” would
have made the internship program more valuable to their programs/departments. While this
comment does specifically state they would like to host interns in person, the need for more office
space implies that interns would be working on site and in person.
Second, the scheduling of interns was mentioned in a couple responses. For example,
someone said “Schedule during a time when interns are available to join meetings.” Interns are
employed both during the school year and while on break. When hosting interns during the school
year it may be difficult for interns to attend meetings and events due to conflicting school
schedules. During the internship program scheduling usually occurs between the intern and the
supervisor/ Program Director. However, one participant stated “Timely, consistent, and clear
communication” is needed. Another participant indicated that hosting interns for a “Longer
duration” would have made the internship program more valuable to their programs/departments.
BRIDGING THE EMPLOYMENT GAP 57

The duration of the internship ranges from one month to one year. The scheduling and duration of
interns is highly dependent upon program funding. The employer’s preferred duration also
depends on the intern’s availability and work assignment.
In an isolated comment, a participant commented on the selection of interns and employer
involvement stating they would like “More department participation. Opportunity for lower
poverty interns. MORE target to the intern that have not experienced the opportunity to be
selected 1st. If not enough first timers to allow repeat interns to be on [the]waiting list. Give
MORE opportunity to interns.” The popularity of the internship program attracts returning
participants. Program funding may also dictate intern eligibility. For example, some funding may
require interns to meet certain income guidelines, cultural demographics, and education levels. In
previous years interns were required to meet Federal poverty income guidelines and be classified
as ‘low-income,’ attend Historically Black Colleges and Universities (HBCUs), and/or be current
college students. This year, the internship program prioritized first-time participants, which
addresses this comment. However, in prioritizing first-time participants, the AECIP was the first
employment opportunity many of the interns have ever had, which impacted the ability and ease
of working with the interns.
Ability and Ease of Working with Interns
Overall, participants indicated they were somewhat able to work with interns with ease.
The ability and ease of working with interns was measured by the Supervisor’s/ Program
Director’s level of agreement with several satisfaction items of the internship program. Table 3
illustrates the agreement ratings from the highest to the lowest rating.

BRIDGING THE EMPLOYMENT GAP 58

Table 3
Measurement of Agreement Statements related to the Internship Program
Agreement Statements related to the Internship Program Mean Score Count
I maintained regular and clear communication with my intern(s). 8.91 11
The work my intern performed was valuable to my program/
department.
8.00 11
I was able to monitor my intern(s) timekeeping with ease. 7.91 11
My intern(s) were interested in working in my program/department. 7.90 10
My intern(s) were appropriately matched to my
program/department.
7.64 11
I was able to schedule my intern(s) with ease. 7.55 11
My intern(s) were generally prepared to support my
program/department.
7.45 11
The resources provided to me for the internship program were
adequate.
7.00 11

When asked to rate how much they agree with eight satisfaction items of the internship
program on a scale of 1 to 10 with 1 being Strongly Disagree and 10 being Strongly Agree, the
average ratings were all within the top 50
th
percentile. The highest rated agreement statement is ‘I
maintain regular and clear communication with my interns’ with an average rating of 8.91. The
second highest rated category is ‘The work my intern performed was valuable to my program/
department’ with an average rating of 8.00.
BRIDGING THE EMPLOYMENT GAP 59

The following agreement statements and #8 all have similar average ratings:
My intern(s) were generally prepared to support my program/department.
My intern(s) were appropriately matched to my program/department.
My intern(s) were interested in working in my program/department.
I was able to schedule my intern(s) with ease.
I was able to monitor my intern(s) timekeeping with ease.
These agreement statements highlight the interns’ preparation for their role, their interest in and
alignment with their assigned program/ department, and their work schedule and timekeeping.
One of the eleven participants failed to respond to ‘My intern(s) were interested in working in my
program/department’ but did respond to all other agreement statements. While the average ratings
for the agreement statements regarding the intern’s preparation, their match to the program/
department, and their interest in working in their assigned program/ department range from 7.45
to 7.91, these agreement statements did receive the lowest scale ratings of 2 (Disagree) on the 10-
point scale. The overall lowest rated agreement statement is ‘The resources provided to me for the
internship program were adequate’ with an average rating of 7.0. None of the participants
‘Strongly Disagreed’ with any of the agreement statements of the internship program nor
provided any additional comments.
Participants were also asked to rate how important ten attributes of the internship program
were on scale of 1 to 10 with 1 being Not at All Important and 10 being Extremely Important. On
average participants found the attributes very important, rating each attribute above the 50
th

percentile. Many of the attributes are important and relevant to internship programs. Table 4
displays the mean scores from the highest to the lowest rating.

BRIDGING THE EMPLOYMENT GAP 60

Table 4
Measurement of the Importance of Key Internship Program Attributes
Key Attributes of the Internship Program Mean Score Count
The verbal communication skills of interns. 9.20 10
The written communication skills of interns. 8.82 11
The intern’s proficiency with technology. 8.64 11
Diversity of interns. 8.45 11
The number of hours and duration of the intern can participate. 8.18 11
The intern’s availability to participate in-person. 8.09 11
The intern having a major/ discipline that is aligned with your
program/ department.
7.91 11
The intern’s education level (i.e., Freshman, Sophomore, Junior,
Senior, Graduate).
6.45 11
The intern’s availability to participate virtually. 6.18 11
The ability to compensate interns at a lower pay rate. 4.80 10

Overall, participants identified communication skills of interns as being the most
important attribute with an average rating of 9.20; however, only ten of the eleven participants
rated this factor. The attribute: ‘The written communication skills of interns,’ follows closely with
BRIDGING THE EMPLOYMENT GAP 61

an average importance rating of 8.82. The third highest rated is the attribute: ‘The intern’s
proficiency with technology,’ with an average rating of 8.64. The top three rated attributes include
transferable skills that will benefit interns in their careers and education.
The ‘Diversity of Interns’ has an average rating of 8.64. One participant indicated that the
diversity of interns is not at all important to their program/ department. No additional explanation
was provided although it would have been helpful considering diversity is the premise of the
internship program.
The ‘The intern’s availability to participate in-person’ and ‘The number of hours and
duration of the intern can participate’ both received slightly above average ratings. The ratings
illustrate the participants preference to host interns primarily in-person. One attribute address both
the availability of the interns and the availability of opportunities offered through the host
agencies, which is directly related to funding and rate of pay. The attribute, ‘The intern’s
availability to participate virtually’ is of little importance based on the average ratings of 6.18.
This attribute directly correlates to the attribute emphasizing an intern’s ability to participate in-
person as opposed to participating virtually. ‘The ability to compensate interns at a lower pay
rate.’ is the lowest rated attribute. Only 10 of the 11 participants responded yet the response
demonstrates how the internship program emphasizes opportunity over salary/pay. The
opportunities afforded through the internship program illustrate its mutual impact for the interns
and employers.
The Impact of the Internship Program on the Employer
Overall, participants indicated that the internship program was beneficial for both
participants and employers. Participants were asked specifically about the impacts of the program
BRIDGING THE EMPLOYMENT GAP 62

on their programs/departments, and they indicated that there were two main impacts: 1) Training
and developing interns professionally and 2) mentorship.
In addressing the benefits for the interns, participants made similar comments, such as,
“Just getting to know the intern and observing them learn and grow” and “Building bonds with
our youth!” Two participants commented on ongoing development stating “Mentorship” and
“Training and mentoring interns. Starting them on an assignment and watching them meet and
sometimes exceed their own expectations as they go through the process.” These responses
describe the investment employers make in the interns and the internship program.
In addressing the benefits for employers, one participant commented, “The greatest
impact is to support those colleges in their success and at the same time support our agency on
pending task[s].” Another stated it “Freed up full-time employees to do more of their work,” thus
increasing productivity within their program/ department. Responses such as, “How are interns
develop into growing clinicians” and “Being able to teach and model professional behavior/attire
in the workplace” also suggest the impact interns will have in the future within their specific
programs/ departments and in the workplace in general. Additionally, when asked how likely they
are to hire any of the interns they are currently hosting or previously hosted, nine of the eleven
survey participants expressed that they would likely hire the interns they are currently hosting or
previously hosted. The impact of the internship for employers extends beyond the current benefits
and contributes to the future of the organization, which is key when determining whether to
model and recommend the internship program to other organizations.
When asked specifically how likely they would be to recommend the internship program
to others, nine of the eleven survey participants said they were likely or very likely to recommend
the internship program to their colleagues. When asked in an open-ended question why they felt
BRIDGING THE EMPLOYMENT GAP 63

that way about the value of the internship program, seven of the eleven survey participants offered
favorable comments supporting their value rating. For example, three participants made similar
comments saying, “It's an opportunity to make an impact in a young person's life,” “Assisting
our youth,” and “The students should have this opportunity.” Participants also recognize the
impact for the educational institutions stating, “We do a good job and have a good reputation
with schools,” and “Because is great support for colleges.” The final two comments summarize
the value of the internship program by stating, “It’s a positive and worthwhile program,” and that
it is “Beneficial to both parties.”
In summary, the assessment of the employer’s perception of the value and usefulness of
the internship program is promising. Supervisors/ Program Directors are aware of the benefits of
hosting interns. Supervisors/ Program Directors also prefer to host interns in-person rather than
virtually. The survey results signify agreement amongst all survey participants that training and
development and providing mentorship to the student interns is impactful. Lastly, supervisors/
Program Directors would recommend the internship to their colleagues citing the program’s
positive reputation for supporting student interns. The overall perception of the internship
program is that is a valuable program. The next section delves into the structures and processes of
the internship program that support the employer’s perception.

Evaluation Question 2: What feedback do employers have regarding the structures and
processes of the internship program?
Overall, employers and employer partners recognize the strengths and opportunities within
the structure and processes of the AECIP. As detailed below the data and feedback describes the
BRIDGING THE EMPLOYMENT GAP 64

structure for hosting interns, the value of Professional Development sessions, and the
administrative processes within the AECIP.
The Structure of Hosting Interns
Participants were asked several questions focused on the structure of the program
including whether interns were paid or unpaid. Participants were also asked about the various
types of onboarding, training, and coaching offered to interns. Lastly, participants were asked
about the various types of support offered to interns.
When participants were asked if their interns were paid or unpaid, ten out of eleven survey
participants said their interns were paid and one survey participant said their interns were unpaid.
The unpaid interns beg further exploration and clarification which was not provided in this
survey. All interns who have participated in the AECIP since its inception in 2009 have been paid
at or above the local minimum wage rate. The AACF also takes on several (unpaid) volunteers
throughout the year, which may lead to some confusion among employers.
A key part of the administration process is the onboarding, training, and coaching between
the interns and their supervisors. The amount of time spent on these areas is determined by the
supervisor/ Program Director. Table 5 illustrates these varying amounts of time.

BRIDGING THE EMPLOYMENT GAP 65

Table 5
The Amount of Time Supervisors Spent Meeting with Interns
Amount of Time Spent Meeting with Interns Supervisor Count
Less than 1 hour 3
1-2 hours 6
3-4 hours 1
5-6 hours 1
More than 6 hours 0
Other: 0

Participants were asked how much time they spent per week meeting with their interns
one-on-one. Most participants spent 1-2 hours per week meeting with their interns as illustrated
by the six responses. Three participants indicated that they spent less than one hour per week
meeting with their interns. One participant indicated that they spent 3-4 hours per week and
another participant indicated that they spent 5-6 hours per week meeting with their interns. No
additional information was provided on how and/or where these meetings took place. Meeting
with interns is not a requirement of the supervisors. Their doing so reflects their commitment and
engagement to the internship program.
In follow-up, participants were asked if they felt the number of hours their interns worked
were ‘too long,’ ‘just right,’ or ‘too short.’ In response to this question, eight participants felt the
amount of time their interns worked was ‘just right,’ and three participants felt the time was ‘too
short.’ No further comments were made in response to this question.
BRIDGING THE EMPLOYMENT GAP 66

Participants were also asked to indicate whether they performed certain tasks with the
interns related to their work interactions including providing training, onboarding, and explaining
work assignments. The responses demonstrate that these tasks were completed by most of the
participants. One category received responses from 12 participants indicating one participant
selected multiple responses.
Table 6
Tasks Supervisors/ Program Directors Completed with the Interns
Description of Tasks Yes No
I Don’t
Know
Count
Create work assignments for interns. 100.00% 11 0.00% 0 0.00% 0 11
Meet with the interns to provide feedback
on their work performance.
100.00% 11 0.00% 0 0.00% 0 11
Provide training to the interns. 90.91% 10 9.09% 1 0.00% 0 11
Meet with the interns to discuss their goals. 75.00% 9 25.00% 3 0.00% 0 12
Onboard interns within your program/
department.
72.73% 8 18.18% 2 9.09% 1 11

BRIDGING THE EMPLOYMENT GAP 67

All 11 participants indicated they created work assignments for their interns and met with
them to provide feedback on their work performance. Ten participants provided training to their
interns and one participant did not. An explanation of why training was not provided would be
helpful but was not offered in this survey. Next, nine participants met with their interns to discuss
their goals and three did not. This component was not mandatory for the program, but it is an
additional benefit for the interns. Lastly, eight participants onboarded their interns within their
programs/ departments, two participants did not, and one participant was not sure.
Often supervisors/ Program Directors will offer ongoing support. When participants were
asked if they provided mentorship to their interns beyond the internship program the response was
almost split. Six participants responded, ‘Yes’ and five participants responded ‘No.’ The
comments describe the type of ongoing mentorship offered. For example, one participant said that
they, “worked with my intern to set her long-term goals.” Others said they offered further
“worked with my intern to set her long-term goals,” and “Assistance with the college application
process and further employment opportunities.” One participant extended an open invitation
stating, “I extended the invitation for them to reach out to me at any time if I can be of assistance
to them after the program ended. I have written recommendations and served as a reference for
their other programs.”
Survey results and comments emphasize onboarding, training, and ongoing support from
supervisors as integral to the sustainability of the internship program. Professional development is
an example of training. The next section explores the professional development offered through
the AECIP and assesses its value to the internship program.

BRIDGING THE EMPLOYMENT GAP 68

The Value of Professional Development
Professional development is another factor of the internship program that complements its
structure and process. Prior to the COVID pandemic, when the internship program was offered
in-person only, professional development training was provided to interns on a weekly basis by
the Executive Leadership Team, the Training and Organizational Development Department, and
community partners. Participants were asked to rate the value of professional development
training on a scale of 1 to 10 with 1 being of no value at all and 10 being extremely valuable.
Table 7
The Value of Professional Development
Description of Professional Development Mean Score Count
Other Training 10 1
On-boarding and orientation to the organization. 8.73 11
Financial Literacy. 8.45 11
Employment Skills (i.e., Resume Writing, Interview Tips, etc.). 8.09 11
Professional Development/ Career Training (i.e., Public Speaking,
Conflict Resolution, Networking Skills, etc.).
8.00 11
Soft skills training (i.e., communication skills). 7.82 11
Technical training related to the position. 7.82 11
Mentorship. 6.91 11
BRIDGING THE EMPLOYMENT GAP 69

All eleven participants rated each type of professional development session described
within this question. The most valuable professional development sessions are ‘On-boarding and
orientation to the organization’ and ‘Financial Literacy’ with average ratings of 8.73 and 8.45
respectively. The following four sessions received midrange average ratings. ‘Employment Skills
(i.e., Resume Writing, Interview Tips, etc.)’ has an average rating of 8.09. ‘Professional
Development/ Career Training (i.e., Public Speaking, Conflict Resolution, Networking Skills,
etc.)’ has an average rating of 8.00. ‘Technical training related to the position’ and ‘Soft skills
training (i.e., communication skills)’ both have an average rating of 7.82. The lowest rated
professional development session is ‘Mentorship’ with an average rating of 6.91. This rating
contradicts the responses to the specific question about mentorship addressed in the previous
section. However, the overall survey response highlights the significance of the professional
development sessions as part of the internship program structure.
Challenges with the Structure and Process of Hosting Interns
Though participants communicated overall satisfaction and value with the internship
program, there are a few challenges they experienced with the structure and process of hosting
interns. Seven of the eleven total participants provided feedback in narrative format. The areas in
which participants experienced challenges are communication, scheduling/availability including
timekeeping, and assignment/project expectations.
When participants were asked to describe any challenges they faced, two participants said,
“They wanted timely, consistent, and clear communication” and that “Some of them struggled
with communication.” The first comment alludes to the communication regarding the operation of
the internship program. The second comment addresses communication directly with the interns.
Communication to and from all stakeholders suggests an opportunity for improvement.
BRIDGING THE EMPLOYMENT GAP 70

Regarding scheduling, availability, and timekeeping, the feedback illustrates a lack of
understanding and urgency. For example, one participant said some of the interns had
“Conflicting work schedules, late timesheet submission, sense of urgency or overlooking
established deadlines.” Another participant agreed stating that “At times, having to reiterate the
importance of timekeeping or counseling interns on appropriate office attire.” The internship for
the prior three years has been conducted in a virtual/ remote format with interns participating in
different time zones. These programmatic differences may have contributed to the scheduling and
availability challenges. Timekeeping was also managed manually versus utilizing the automated
timekeeping system, which offered ease with minimal effort and time.
The last three comments refer to programmatic expectations and expectations from the
interns and supervisors/ Program Directors. For example, one participant commented, “their
expectation of assignments was occasionally unrealistic,” about the interns. Similarly, another
stated, “Not having enough for the interns to do depending on age and or availability.” The final
comment refers to the supervisors/ Program Directors stating, “The challenges are to follow them
[the interns] in their new innovation and energy.” The interns bring different perspectives and
approaches to the workplace. The employers bring an understanding of and tenured experiences
within the workplace. Without clear communication between the interns and the supervisors/
Program Directors, expectations, scheduling, and availability will remain a challenge.
In summary, the analysis of the employer’s feedback regarding the structure and processes
of the internship program is informative. Some supervisors/ Program Directors experienced
challenges with communication and timekeeping. Inconsistencies with training and onboarding
were also identified. Some supervisors/ program directors provided their own programmatic
training and mentoring while others did not. This led to unclear expectations regarding work
BRIDGING THE EMPLOYMENT GAP 71

assignments. All supervisors/ Program Directors found the professional development sessions
valuable. While the delivery method and frequency of the professional development sessions
changed from pre-COVID to post-COVID, the feedback confirms the need to continue offering
these sessions. The overall structure and process of the internship program presents the need for
improved planning and preparation. The next section evaluates the suggestions employers have
for strengthening employer commitment and engagement in the internship program, some of
which have direct correlation to the structures and processes of the internship program.

Evaluation Question 3: What suggestions do employers have for strengthening employer
commitment and engagement in the internship program?
Overall, the feedback provided supports the continuation and improvement of the
internship program. Employer commitment and engagement is critical to the success of the
internship program. Supervisors/ Program Directors gave feedback regarding suggestions for
strengthening employer commitment and engagement. The resources and additional support
needed for continued participation in the AECIP are also described.
Suggestions for Strengthening Employer Commitment and Engagement
When asked in an open-ended question ‘What suggestions do you have for strengthening
the internship program going forward,’ two areas that were identified are the advanced
preparation of the interns and the supervisors/ Program Directors and the and the ability to
increase and expand internship opportunities. For example, one survey participant said,
“Ensure interns are trained on the timekeeping process beforehand and that they
make a pledge to the agency, and more importantly themselves, to be committed to
BRIDGING THE EMPLOYMENT GAP 72

the process and put their best foot forward. Ensure program staff working with
interns have a clear calendar of their agency scheduled events and trainings.”
This comment refers to the onboarding and new-hire training process, which only pertains
to the interns. Another participant said, “The program as well as the department staff to better
prepare for them.” Better preparation for both interns and supervisors will strengthen the
internship program.
Participants would also like to increase internship opportunities and expand the program
offerings to year-round versus only being offered during the summer months (May- August). For
example, one participant stated that the “Ability to take on more interns” would strengthen the
internship program. Another participant agreed stating that “More opportunities throughout the
year, not just summertime” would also strengthen the internship program. The 2020 iteration of
the AECIP was offered for 12 months due to a one-time increase in funding. The AACF hosted
over 100 interns in 2020 broadening the reach and service area. However, funding beyond the
2020 program year has not allowed for expansion or increased opportunities.
Resources and Support
Resources are another key component to the success of the internship program. Resources
include financial funding, time, and support. Participants were asked “What additional support,
resources, or technical assistance would be helpful to you in supporting intern(s)?” Three of the
eleven survey participants commented in narrative format. The responses address technical
support, including equipment/ supplies, financial resources in reference to time, support. For
example, one participant commented “Provide interns with a calendar and journal.” When the
internship program was run pre-COVID, interns were provided with supplies, such as padfolios,
pens, and other desk supplies. Post-COVID, when the internship was offered virtually, interns
BRIDGING THE EMPLOYMENT GAP 73

were not provided with any desk supplies, but they were provided with electronic equipment,
such as computers/ laptops and software if they indicated a need for such equipment.
Another participant said that the “Ability to select interns by sitting in on
interview/orientations” would be helpful. Interns and supervisors are matched based on the areas
of interest and major/discipline indicated on the intern application and the description of work
assignments provided by the supervisors/ Program Directors. In 2015, group interviews were
conducted to determine intern placement. Less than 40 students applied for the internship
program in 2015. Since 2015 the number of applications has increased annually. In 2022, there
were 79 student applicants. Currently, there are 114 student applicants. The number of applicants
informs the decision on whether to conduct interviews or place based on information provided
from both the intern and supervisor/ Program Director.
The comment made by the third participant refers to financial resources and time, stating,
“Having pre-determined assignments that I can assist and supervise the intern completing. The
turn away for departments may be the amount of time it takes to come up with meaningful
assignment opportunities for the interns in the short amount of time. If it does not make financial
sense to increase their hours beyond the determined cap, then build volunteer time into the
program as well so that they can have community service experience.” The total number of hours
an intern can work is predetermined based on the pay rate, the total number of interns selected to
participate, the intern’s availability, and the budget for the program year. Intern assignments are
determined by the supervisors/ Program Directors and are not currently part of the program
design.
Advanced preparation, resources, and program expansion will strengthen employer
commitment and engagement. The feedback informs the internship program design. Additional
BRIDGING THE EMPLOYMENT GAP 74

feedback addresses the motivational factors for supervisors/ Program Directors to host interns and
strengthens employer commitment and engagement. Six areas of motivation were measured. All
eleven survey participants responded to each area.
Motivational Factors
Survey participants were asked to measure on a scale of 1 to 10, with 1 being not
influential at all and 10 being extremely influential, how influential certain motivational factors
would be in motivating supervisors/ Program Directors to host an intern in the future.
Table 8
Influential Motivational Factors
Motivational Factors Mean Score Count
Internship manual (for interns and supervisors). 9.27 11
Ability to select your own intern. 8.64 11
Training for intern supervisors (prior to hosing an intern). 8.09 11
Recognition from executive leadership 7.64 11
Other incentives (i.e., time off, lunch, gifts, etc.) / Program
Directors (that host interns).
7.64 11
Monetary compensation for supervisors/ Program Directors
(that host interns).
7.27 11

The responses are consistent indicating that advanced preparation is essential in the
success of an internship. The motivational factor related to providing an ‘Internship manual (for
BRIDGING THE EMPLOYMENT GAP 75

interns and supervisors)’ received an average rating of 9.27. This is the highest rate motivational
factor. The lowest individual rating in this category on the scale of 1 to 10 is a 6, which is above
the midrange on the rating scale. The second and third highest rated motivational factors: ‘Ability
to select your own intern’ and ‘Training for intern supervisors (prior to hosing an intern)’
received ratings of 8.64 and 8.09 respectively.
The motivational factor related to receiving ‘Recognition from executive leadership’ and
the motivational factor related to receiving ‘Other incentives (i.e., time off, lunch, gifts, etc.) /
Program Directors (that host interns)’ received the same rating of 7.64. Recognition for
supervisors/ Program Directors is more motivation for hosting interns than tangible gifts.
The lowest rated motivational factor is ‘Monetary compensation for supervisors/ Program
Directors (that host interns)’ with a rating of 7.27. Money is not a highly rated factor in
motivating supervisors/ Program Directors to host interns. Additional feedback is provided in
participant’s responses to a related open-ended question.
When asked ‘what are your recommendations for encouraging employer participation in
internship programs’ three survey participants summarized the recommendations stating,
“Having predetermined assignments for part (if not all) of the program would take pressure off
departments trying to figure out what to assign the interns to do,” “Incentives,” and “Support.”
Another question prompted additional commentary describing the type of encouragement
supervisors/ Program Directors prefer.
When asked what would encourage you to host an intern in the future, the responses are
consistent in referencing communication and the value of the internship program. For example,
one participant said, “Timely, consistent, and clear communication.” Another participant agreed
saying, “Better communication outlined timelines prior to internship.” An example of
BRIDGING THE EMPLOYMENT GAP 76

communication is an internship manual, which one participant addressed when they said, “More
appreciation from leadership and a great manual on hosting an intern.” Communication is a
theme throughout all the responses that are considered essential for supervisors/ Program
Directors.
Isolated comments refer to how the internship program was designed in its early inception.
For example, one participant said the ability to host “My own kids” as an intern would be
encouraging. Another participant said that “Being able to select the intern(s)” would encourage
them. Centering on the employer’s children and the employer’s ability to select their own interns
is no longer a part of the internship program design.
The remaining comments reiterate the value of the internship program. For example, one
participant said that “the opportunity” would encourage them to host interns. Another participant
made a similar comment stating that “the experience, the training” would encourage them to host
interns. The last participant said that “having the capacity to make it a meaningful experience for
them so that they find value at the conclusion” would encourage them to host interns in the future.
Communication and preparedness are the reoccurring themes that address the employer’s
engagement and commitment to the internship program. The value of the internship program
anchors the employers’ continuous participation in the internship program. Additional resources
and addressing motivational factors aid in increasing employer participation, engagement, and
commitment.
In summary, supervisors/ Program Directors have demonstrated their willingness to
participate in and their interest in the internship program. The supervisors/ Program Directors also
offer suggestions that will enhance their engagement and level of commitment. These suggestions
BRIDGING THE EMPLOYMENT GAP 77

address the resources and activities of the AECIP as outlined in the logic model including
sustainable financial resources, onboarding/ training, and materials, such as an Internship Manual.
Supervisors/ Program Directors would also like to play a more active role in the selection
of their interns. Student interns have always been assigned to the supervisors/ Program Directors
based on aligned interests and needs. Feedback suggests that supervisors/ Program Directors be
included in the interview process. This suggestion also aids in addressing additional feedback
regarding intern assignments, which is an obstacle that I face annually as the Director of the
AECIP. All the feedback and suggestions given for strengthening employer commitment and
engagement in the internship program are indicative of the increased ownership supervisors/
Program Directors would like to have in the internship program. The recommendations discussed
in Chapter 5 embraces ownership and accountability for supervisors/ Program Directors.
Summary
Survey participants shared feedback from their perspective based on their experience
hosting interns. Evidence from the survey confirms the value of the internship program and its
impact on employers and employer partners. The findings provide favorable feedback in support
of internship program expansion and suggest areas in which improvements can be made to sustain
the internship program.
Survey participants cite their ability to mentor, develop, and offer professional guidance to
student interns while indicating the need for similar support and guidance for themselves.
Communication, training, timekeeping, intern assignments, and expectations are areas that
supervisors/ Program Directors described as challenging.
Professional development was highlighted as a best practice within the internship
program. The sessions were deemed valuable and are worthy of further exploration for
BRIDGING THE EMPLOYMENT GAP 78

supervisors/ Program Directors as a means of strengthening employer commitment and
engagement.
Overall, supervisors/ Program Directors acknowledge their role in creating job
opportunities and realistic expectations. However, they need resources and support. Internships
can be just as overwhelming as they are beneficial for supervisors/ Program Directors (Alpert et
al., 2009). Involvement in the planning and preparation is helpful to encourage supervisors/
Program Directors in building organizational capacity for programs such as the AECIP (Dobbin
& Kalev, 2017).
Chapter 5 presents recommendations to address the opportunities identified in the survey
findings. Each of the recommendations described relates to each of the research questions
addressing value, structure, commitment, and engagement. Some of the recommendations are new
ideas and concepts, while other recommendations are enhancements to current practices and
processes.

BRIDGING THE EMPLOYMENT GAP 79

CHAPTER FIVE: RECOMMENDATIONS
The purpose of this study is to examine the structure and value of the Access to
Employment College Internship Program (AECIP) from the employer's perspective. An analysis
of the mixed method survey results informs the recommendations that are discussed in this
chapter. Each recommendation addresses the value, usefulness, and organizational structure,
resources, and support for the AECIP from the employer’s perspective.
This chapter begins with a discussion of the findings presented in chapter four, followed by
three recommendations informed by the findings. Next, the limitations and delimitations of the
research are discussed. This chapter concludes with recommendations for future research and
evaluation related to internship programs.
Discussion of Evaluation Findings
There is an overall agreement that the AECIP is a value-added program. When asked to
rate their satisfaction with the internship program on a scale of 1 to 10 with 1 being not satisfied
at all and 10 being extremely satisfied, seven of the eleven survey participants indicated they’re
extremely satisfied with their experience hosting interns. While some of the comments describe
some challenges supervisors/ Program Directors face, most responses provided support for the
high satisfaction ratings. Employers look forward to hosting interns and impressing upon them
their professional guidance. The lasting relationships built between supervisors/ Program
Directors and the interns illustrate the mutual impact of the AECIP and the aspiration for program
expansion.
Employers want to increase the internship opportunities in duration and size. However,
employers emphasized their preference to host interns in-person rather in a virtual capacity.
Although the internship program was offered in a virtual capacity throughout the COVID-19
BRIDGING THE EMPLOYMENT GAP 80

pandemic, supervisors/ Program Directors still found it easier to host interns in-person.
Employers have not associated increased internship opportunities with a virtual or even a hybrid
approach to the internship program. The recommendations discussed later in this chapter address
this and lead to increased and sustainable internship opportunities.
Most supervisors/ Program Directors provided some form of training for their interns but
there was no uniformity in the training content as each occurred within their respective programs
and departments. A more streamlined onboarding process that includes general training with
accompanying materials for both interns and supervisors/ Program Directors is a recurring theme
throughout the survey participant’s feedback. This training differs from the Professional
Development sessions in that it is the initial training that sets the tone and expectations for the
overall internship program while the professional development sessions are ongoing and address
specific topics related to career growth.
The professional development sessions are germane to the AECIP. Each training topic
received above average ratings. The highest rated training topic was ‘Other,’ though no further
explanation was provided. This implies that there are additional training topics that supervisors/
Program Directors would like covered in a professional development session. Survey feedback
suggests that supervisors/ Program Directors would benefit from professional development
specifically designed for them. Further evaluation and exploration are needed to uncover
additional topics of interest. The challenge with offering the professional development sessions
moving forward is the delivery method and scheduling. To accommodate all student interns and
supervisors/ Program Directors, the professional development sessions may need to be offered in
varying formats.
BRIDGING THE EMPLOYMENT GAP 81

Supervisors/Program Directors also found themselves with limited time to develop intern
assignments and/or that the intern assignments were unrealistic given the duration of the
internship. Feedback such as “Not having enough for the interns to do depending on age and or
availability” may be indicative of the lack of planning and preparation within the structure of the
internship program. This feedback may also be indicative of a misunderstanding among the
supervisors/ Program Directors and their accountability to the internship program.
The Logic Model addresses the planning and preparation, and the intended results of the
AECIP. The survey feedback indicates a clear understanding of the outcomes and impact of the
internship program. However, the survey also highlights the opportunities that exist within the
inputs/ resources and activities of the internship program. I hypothesize that while there is an
understanding of the AECIPs usefulness, there may not be as much clarity among some
supervisors/Program Directors about their permissibility to host interns or how to plan and
prepare to host interns. Focusing on developing consistent and uniformed resources for
supervisors/ Program Directors leads to improvements in the internship program. Enhancements
in the AECIP further aid in addressing the high unemployment rates for black college graduates.
Recommendations
This section presents three recommendations to improve the AECIP. These
recommendations are based on the survey findings and address the overall value, the structure and
process, and employer commitment and engagement in the internship program. Each
recommendation is supported by evidence within the findings and are related to the steps within
the logic model.

BRIDGING THE EMPLOYMENT GAP 82

Recommendation 1: Program Funding and Expansion (from 1-3 months to 12 months)
The first recommendation to improve the AECIP is to shift funding streams from a grant-
funded to a program-funded model. Survey participants noted that program expansion is
desirable. They emphasized an increase in productivity and specifically stated that increased
opportunities and program expansion would further enhance the internship program. This new
funding approach incorporates 1-3 intern placements into each program/ departmental budget.
Research shows that organizations that are looking to increase their internship opportunities find
it easier to do so if they already have a current internship program in place (Campbell et al.,
2015). A program funding model contributes to the ease of program expansion.
Each program/ department within the AACF is responsible for developing their annual
operating budgets including position control. Position control accounts for actual and anticipated
personnel. This guides the recruiting and hiring needs for the fiscal year. Incorporating intern
placements into the position control potentially increases internship opportunities and generates
annual cost savings. For example, the difference between filling the same two part-time vacancies
with intern placements instead of open recruitments is a cost savings of $18,000.00 over a 12-
month period, therefore proving that funding continues to be the conduit to program expansion
(Campbell et al., 2015).
The current cost of hosting interns through grant funding is $45,000.00. This allows the
AACF to host approximately 20 interns for two months. If each of the 12 programs/ departments
that consistently host interns adopts a program funding approach, then the AACF could host a
minimum of 24 interns for 12-months each. Thus, implementing an organization-wide program
funding approach ensures the sustainability of the internship program, increases intern
opportunities, and leads to program expansion.
BRIDGING THE EMPLOYMENT GAP 83

Additionally, transitioning from a grant funded to a program funded model also includes a
transfer of power. Allowing supervisors/ Program Directors to develop and control their program
budget for interns assigned to their programs/ departments empowers them to take on a more
active role in significant change (Dover et al., 2020).
While the increased internship opportunities are substantial, continuity of the work is also
critical. Program funding and increased internship opportunities are only beneficial if productivity
and service levels are maintained. Proper training for employers assists with this. The next
recommendation addresses these concerns with the development of an internship manual and
automation of processes.

Recommendation 2: Developing an Internship Program Manual (for employers)
The second recommendation to improve the AECIP is to develop an Internship Program
Manual for employers. With all the research that has been done around internship programs, very
little research exists that provides guidance on how internship programs should be facilitated
and/or assessed (Alpert et al., 2009). This research study and the recommended internship manual
offers that guidance. Quality training and internship materials are significant to increasing intern
opportunities and program expansion (Campbell et al., 2015). This recommendation is directly
linked to the structure of the internship program and the planning and preparation within the logic
model.
In addition to resources, Kopleman and Sharir (2014) indicate that one of the biggest
challenges facing internship programs is structured tools and materials. This supports the
feedback from survey participants. ‘Developing an internship manual for interns and employers’
received the highest rating of 9.27 on a scale of 1 to 10 for influential factors for internship
BRIDGING THE EMPLOYMENT GAP 84

programs. Since this research study focuses primarily on the employer’s perspective, the
internship manual recommended is designed specifically for employers. This manual is comprised
of six sections that serve as a guide for internal supervisors/ Program Directors and external
employer partners. Table 10 gives an overview of the internship manual including the title and
description of each section. The table is followed by an in-depth description of each section
within the internship manual.

BRIDGING THE EMPLOYMENT GAP 85

Table 9
Overview of Internship Manual
Internship Manual: A Guide for Employers
Section Title Description
Section 1 Organizational Overview
• Introduction to the organization.
• Mission, Vision, Values.
• DEI Statement
• EEOC Statement
• Introduction to the Access to
Employment College Internship
Program (AECIP)
Section 2
General Internship
Information
• The benefits of internship programs.
• Types of internship opportunities.
• Qualifications to host interns.
Section 3 Identifying Needs
• Identifying the business needs.
• Submitting a request to host an intern.
(Sample form included).
• Developing an intern position
description. (Sample form included).
Section 4 Intern Placement
• Selecting your intern.
• Welcoming your intern.
Section 5 Supervisor Information
• Payroll and timekeeping.
• Helpful hints and best practices for
supervisors.
Section 6 HR/ Legal Information • Laws and regulations.

BRIDGING THE EMPLOYMENT GAP 86

Section 1: Organizational Overview. Section 1 provides an overview of the AACF. The
mission, vision, and values illustrate the focal point of the organization. An introduction to the
AECIP is also provided including the historical context of the program. The diversity statement is
a critical component in that it highlights the significance of diversity within the workplace and
within the AECIP. Diversity is interwoven into the framework of the internship program. The
AACF is considered one of the most diverse organizations within the local region and has
designed the AECIP to reflect that diversity. The organizational overview invites organizations of
similar accord to partner with the AACF as a host organization for the internship program.
Section 2: General Internship Information. To fully engage in the AECIP it is important
to have a thorough understanding of the internship program. Section 2 describes the varying types
of internship opportunities and highlights the specific type of internship program the AECIP is.
The benefits of the internship program are then defined using some of the feedback from the
survey participants. This section concludes with an explanation of how employers become
eligible to host interns. The purpose of this section is to encourage all employers to participate
based on their own understanding of the significance of internship programs rather than as a
directive. As employers place more emphasis on internship programs, the more they increase in
value (Chintalapudi, 2014).
Section 3: Identifying Needs. Based on the research survey results, Section 3 is imperative
to the success of the internship program. While the value of the internship program has been
confirmed, comments such as “Having pre-determined assignments that I can assist and
supervise the intern completing. The turn away for departments may be the amount of time it
takes to come up with meaningful assignment opportunities for the interns in the short amount of
time” are indicative of the need for the internship manual. Identifying the business needs for the
BRIDGING THE EMPLOYMENT GAP 87

programs/ departments involves assessing the current work products, services, status, and staffing.
After assessing and identifying the business needs, supervisors/ Program Directors can then
submit a Request to Host an Intern. This process includes completing an automated form
comprised of # questions. The request details information such as the type of intern requested
(year in school), the way the intern will be hosted (in-person and/or virtual), and a brief
description of the work the intern will be doing. Once each submission is reviewed and approved
by the internship Program Director, then an Intern Position Descriptions can be created. This
position description explains the assignment or project, describe the expected deliverables and
deadlines, sets the expectation for the approximate amount of time needed to complete the
assignment or project, and provides any additional resources that may be required to complete the
assignment or project (i.e., login and access to specific software). The planning and preparation
included in this section is the crux of the internship program. This section is required to dissuade /
refute the criticism internship programs are usually subjected to for lack of planning and
preparation (Alpert et al., 2009)
Section 4: Intern Placement. In past iterations of the internship program prior to 2018,
group interviews were conducted solely by the AECIP Director. These interviews were feasible at
that time due to the number of intern applications. Since then, the number of intern applications
has increased annually. For example, in 2022, over 100 intern applications were received. With
this number of applications, conducting interviews was an unrealistic expectation. However,
survey feedback signals the supervisor’s/ Program Director’s interest in selecting their own
interns. Thus, student interviews will be incorporated back into the planning process. Supervisors/
Program Directors will be asked to participate in said interviews for the overall internship
program and not just for their own programs/ departments. A minimum of three interview panels
BRIDGING THE EMPLOYMENT GAP 88

comprised of four supervisors/ Program Directors from different programs/ departments. The size
of the group interviews will vary based on the number of applicants but will not exceed six
applicants. The AECIP Director will collaborate with each interview panel to develop the
interview questions, scheduling, and deliberations. The AECIP Director will also participate in
every group interview. Deliberations and student intern placement decisions will be made in a
meeting with all supervisors/ Program Directors to maintain fairness, equity, and integrity of the
process.
Once the interviews are completed and intern placements are determined, supervisors/
Program Directors must create a welcoming environment to host the interns. A key part of this is
ensuring their interns have the appropriate workspace, tools, and technology needed to
successfully participate in the internship program. Gault et al., (2000) identified that the
environment that interns work in contributes to them feeling like they are a part of a work group.
This feeling of teamwork translates into the level of commitment and effort the interns put forth.
The Request to Host an Intern form will be updated to include the site and desk location for the
interns. This will encourage supervisors/ Program Directors to be better prepared to receive an
intern.
Section 5: Supervisor Information. The payroll and timekeeping process presents
challenges for supervisors/Program Directors. Due to the brief duration of the internship program,
payroll and timekeeping has always been a manual process utilizing an excel spreadsheet. The
most common errors had to do with clocking in and out for lunch breaks. To minimize
miscalculations and missed deadlines, the payroll and timekeeping process will be automated.
The automated process will allow interns to submit and track their hours online or on their
BRIDGING THE EMPLOYMENT GAP 89

cellular phones. Supervisors/ Program Directors will be able to approve hours worked and correct
any errors in real-time.
Since there is a current payroll and timekeeping system in place for regular employees,
there are no costs associated with purchasing a new system. However, interns will need to be
trained on how to use the new system, which will be incorporated into the student intern
orientation. Supervisors/ Program Directors will also receive additional training on how to
monitor their intern’s payroll and timekeeping to aid as needed.
Implementation of the automated payroll and timekeeping system will eliminate payroll
errors and fines associated with missed/ delayed meal periods. This will result in immediate
administrative cost savings for the internship program. Subsequently, these cost savings can also
lead to an increase in the internship program funding and internship opportunities. Equally
important, the new automated payroll and timekeeping process will enhance the intern’s time
management skills, which is often a skill employers seek in potential hires (Alpert et al., 2009).
Section 6. Human Resource (HR) and Legal Information. This section covers the laws
and regulations the AECIP must abide by. The Human Resources and Legal departments will
manage these laws and regulations to ensure compliance. However, it is important that the
supervisors/ Program Directors are aware of them. It is also important for interns to know their
rights as interns as they embark upon their professional journey. Areas covered in this section
include intern insurance and liability, workers compensation, and international interns.

BRIDGING THE EMPLOYMENT GAP 90

Recommendation 3: Increase employer engagement through Professional Development and
Performance Evaluations
The final recommendation pertains to increasing employer involvement in the AECIP.
The weekly Professional Development sessions held for interns proved to be successful and a
value-added program component. Expanding the Professional Development sessions to include
additional topics suggested by the supervisors/ Program Directors will strengthen the internship
program. Additionally, modeling Professional Development sessions specifically for supervisors/
Program Directors will lead to increased engagement.
Professional Development
The internship is currently designed to allow interns to work Monday through Thursday
with Fridays dedicated to Professional Development. Interns attend a two to four-hour training
session on pre-determined topics. Supervisors/ Program Directors do not usually attend these
sessions. The recommended change includes reducing the hours of the training sessions from two
to four hours to one to two hours for the interns and the supervisors/ Program Directors. The
sessions would also be offered on a bi-weekly basis instead of a weekly basis over a longer
period. Table 11 illustrates the revised recommended Professional Development sessions for both
the interns and the supervisors/ Program Directors. This table depicts the Professional
Development sessions over a 6-month internship duration versus a 3-month internship duration.

BRIDGING THE EMPLOYMENT GAP 91

Table 10
Professional Development sessions for Interns and Supervisors/ Program Directors
Professional Development Sessions
Month
Supervisors/ Program Directors Interns
Session Date Topic Session Date Topic
1
1
st
Friday
Professional
Communication Skills
2
nd
Friday
Connecting Education
and Employment
3
rd
Friday DEI in the Workplace 4
th
Friday Check-in
2
1
st
Friday Financial Literacy 2
nd
Friday
DEI in the Workplace/
Internship
3
rd
Friday Public Speaking 4
th
Friday Check-in
3
1
st
Friday Conflict Resolution 2
nd
Friday
The New Workforce:
Gen Z and Millennials in
the Workplace
3
rd
Friday
Resume Writing &
Interview Skills
4
th
Friday Check-in
4
1
st
Friday Check-In 2
nd
Friday
How to Communicate
with Interns: The use of
Technology
3
rd
Friday
Mock Interviews &
Professional Headshots
4
th
Friday Check-in
5
1
st
Friday
Managing your online
Presence: Appropriate
Use of Technology
2
nd
Friday Mentorship
3
rd
Friday
Building your Personal
Board of Directors
4
th
Friday Check-in
6
1
st
Friday
360 Feedback:
Supervisor/ Program
Director Evaluation
2
nd
Friday
360 Feedback: Intern
Evaluation
3
rd
Friday Check-In 4
th
Friday Check-in

BRIDGING THE EMPLOYMENT GAP 92

As illustrated, the Professional Development sessions for supervisors/ Program Directors
includes six specific topics related to the internship program and six check-in sessions. The
specific topics are designed to cover subjects that align with the tenets of the AECIP. The check-
in sessions for supervisors are designed to maintain ongoing communication and take a proactive
approach to offer resources and support for supervisor/ Program Directors.
All of the Professional Development sessions will be offered in-person and virtually. The
sessions will also be recorded for playback at a later time. This is useful for anyone who cannot
attend in real-time and/or if any sessions need to be reviewed later. It will be a mandatory
requirement that recordings be reviewed if any participants cannot attend in real-time. Also, since
the Professional Development sessions will also be offered virtually, using software that has
already been acquired by the AACF, the same virtual platform will be used to record and store the
sessions. This will eliminate the costs of using additional software, platforms, and/or personnel.
Lastly, each recorded session will include follow-up questions that participants must respond to as
an accountability measure. This accountability measure factors into how supervisors/ Program
Directors are evaluated in future iterations of the internship program.
Performance Evaluations
There is an expectation that supervisors/ Program Directors will actively participate in the
AECIP. Initially, participation in the internship program was more of a directive than a voluntary,
willing participation based on an understanding the value, importance, and impact of the program.
Since then, the reason supervisors/ Program Directors participate has evolved.
Supervisors/Program Directors now have a much deeper understanding of the significance
of the internship program, as evidenced by the survey results. However, currently, there is no
isolated accountability measure in place to evaluate the effectiveness of their participation. The
BRIDGING THE EMPLOYMENT GAP 93

current performance evaluation for supervisors/ Program Directors includes categories such as
Leadership, General Management, Ingenuity, Financial Management, and Communication. There
are also subsequent areas within each category. The recommended changes include incorporating
AECIP areas of focus into each of the current categories within the performance evaluation and
including an additional category as reflected in Table 12.
Table 11
Performance Evaluation: AECIP
Access to Employment College Internship Program (AECIP)
Performance Evaluation
Current Performance
Evaluation Categories
Areas of Focus AECIP Areas of Focus
Leadership • Ability to lead
department/ team
• Provided orientation, training,
and mentorship to interns.
General Management • Completion of Task
• Time Management
• Organization Skills
• Synthesize complex ideas
• Timely and accurate monitoring
and processing of payroll and
timekeeping.
Ingenuity • Creativity
• Ability to contribute to
new concepts
• Creativity and intern projects
and assignments.
• Alignment of intern
assignments to educational
program, organizational/
program/ department goals, and
objectives.
Financial Management • Budget Preparation
• Budget Management
• Efficiency
• Revenue Generation
• Development of program
funding to host a minimum of
two interns.
Communication • Written and oral
communication skills
• Team interaction
• Clear and effective
communication with interns.
BRIDGING THE EMPLOYMENT GAP 94

New Performance
Evaluation Categories
AECIP Areas of Focus AECIP Areas of Focus
Diversity, Equity, and
Inclusion (DEI)
• Hiring and selection practices that lead to diversity within the
program/ department.
• Attended all mandatory DEI training.
• Demonstrate DEI behaviors and language.

Currently, under the previous performance evaluation format, each of the categories in the
performance evaluation is rated along a five-point scale without the inclusion of the AECIP areas
of focus. With the new performance evaluation format supervisors/ Program Directors will be
unable to achieve the full five points without meeting the AECIP objectives. Supervisors/
Program Directors will only be able to achieve a maximum of three points excluding the AECIP
areas of focus. The AECIP specific 360 evaluation will be referenced to complete the
performance evaluation.
Lastly, the current performance evaluation does not include any categories related to
diversity, equity, and inclusion (DEI). The AACF is one of the most diverse organizations within
the local region, so it is imperative to include this category as a performance measure.
Additionally, the AECIP is branded as a diverse program targeting marginalized populations from
diverse cultural, socioeconomic, educational backgrounds and abilities.
This recommendation supports the preparation and planning segment of the logic model.
The new performance evaluation process will inform the activities in the AECIP that demonstrate
commitment. Associating the supervisor’s/Program Director’s participation in the internship
program to their performance and merit will increase their engagement, which is the purpose of
this research study.

BRIDGING THE EMPLOYMENT GAP 95

Limitations and Delimitations
This research study evaluated the AECIP from the employer’s perspective. Yet, while the
research study proved informative, there are limitations and delimitations associated with this
research study. The first limitation pertains to the survey participants. The second limitation is
related to student interns. The third limitation addresses similar internship programs. Lastly, the
delimitation applies to the chosen research method. Each limitation and delimitation is discussed
further.
The survey participants for this research study were limited to employers and employer
partners that are currently or have previously hosted interns as part of the AECIP. The survey
participants include supervisors/ Program Directors and represent 50% of all supervisors/
Program Directors within the AACF. The remaining 50% of supervisors/ Program Directors have
never hosted an intern. Including this supervisor/ Program Director population would have helped
identify reasons for their lack of participation and/or interest in the internship program and assess
their perception of the value and usefulness of the internship program. As the researcher and
familiar with the AACF programs and services, I could postulate that some reasons are aligned
with the type of programs the supervisors/ Program Directors lead. Some programs handle highly
confidential information including personal medical data. However, excluding the program
features that are outside of my control, feedback from this population of supervisors/ Program
Directors may have informed recommendations that would encourage them to participate in the
future.
While the primary stakeholders in the internship program include employers and interns
alike, this research study focuses on employers. Including interns in the research study would
offer another perspective. A comprehensive analysis of the feedback from both the interns and
BRIDGING THE EMPLOYMENT GAP 96

employers would highlight the alignment and/or misalignment of the data. The first research
question asks about the value and usefulness of the internship program. The increasing number of
applications received annually is indicative of the intern’s perception of the internship program’s
value and usefulness. However, feedback from the interns would inform how the structure and
processes are deployed, which is measured by the second research question. The professional
development sessions are of particular interest in that they are designed to provide career training
to interns. Interns would be able to evaluate the structure of the in-person and virtual professional
development sessions, and the scheduling of each session. I hypothesize that the intern’s varying
schedules would pose challenges to offering professional development in a manner that would
maximize participation; however, further research in this area would either confirm or refute this
theory. Intern participation in the professional development sessions would be a measurement of
success of this theory.
Another limitation of this research study is that the AECIP is the only internship program
of its kind within the local region. The AECIP operates within the education, social service, and
non-profit industries which differentiates the internship program from other internship programs
that operate primarily within the tech, biomedical, and for-profit industries. What makes the
AECIP especially unique is its emphasis on hiring diverse interns and partnering with HBCUs
outside of the local region. The lack of similar internship programs eliminates the ability to
examine and leverage best practices and benchmarking from other programs.
Lastly, the delimitations associated with this research study involve the survey method
used. Delimitations refer to my decision, as the researcher, to use a mixed method survey. It
would have been helpful to interview the survey participants to gain additional context regarding
their written responses to the survey questions; however, I found that interviews would not have
BRIDGING THE EMPLOYMENT GAP 97

yielded uninhibited feedback. Given my positionality as the AECIP Program Director, it was
important to utilize a neutral research method, thus maintaining the integrity of the research study.

Recommendations for Future Research and Evaluation
There are two recommendations for future research and evaluation. The first
recommendation pertains to the student interns as a primary stakeholder in the internship
program. The second recommendation addresses the delivery format of the internship program.
Both recommendations are related to the intended results and planning and preparation segments
of the logic model respectively.
The AECIP is a proven value-added program for both employers and interns. This
research study provides insight from the employer’s perspective and recommendations for
improvement based on said insight. While the recommendations address key areas of the
internship program, they are most beneficial for employers. Further exploration into the AECIP
from the intern’s perspective would yield additional insight to enhance the internship program.
It is recommended that future research into the AECIP include examining in-person and
virtual internship programming opportunities. The AECIP has operated both in an in-person and
virtual capacity in previous iterations. The proposed research would compare the participation
rate, productivity, and level of engagement of the interns in both in-person and virtual
programming modalities. Best practices in both program formats will also assist in evaluating the
intern’s post-graduation time to employment as a measure of success. The purpose of this
research would be to inform and improve future operations of the internship program. One of the
goals of the AECIP is to broaden the reach beyond the local region and engage local employer
partners. Incorporating feedback and recommendations from all facets of research would aid in
BRIDGING THE EMPLOYMENT GAP 98

developing an improved, sustainable hybrid internship model and serve as a benchmark for other
organizations with similar interests in internship programs.
Conclusion
The purpose of this research study was to evaluate the Access to Employment College
Internship Program (AECIP) from the employer’s perspective. The AECIP is a program that was
initiated and has been facilitated through the Association for Advancing Children and Families
(AACF) since 2009. The intended goal of this research study is to identify and implement
program improvements that lead to program sustainability and scalability and diminish internship
inequities for Black college students.
The lack of internship opportunities for Black college students contributes to the high
unemployment rate for Black college graduates and racial disparities in the labor market.
Organizations often seek employees with some level of industry/ work experience thus making
internships a necessity (Chintalapudi, 2014), particularly for Black college students. The
competitive advantage afforded through internships (Gault et al., 2000) is beneficial for Black
college students.
This research study addresses two of the five aspects identified as key elements to
internship programs. These include internship program goals and evaluation of the internship
program (Alpert et al., 2009). The structure and design of an internship program determines its
effectiveness. The effectiveness of internship programs determines their value and impact.
Internships are the catalyst for reducing the unemployment rate for Black college graduates and
combatting racial disparities in the labor market.

BRIDGING THE EMPLOYMENT GAP 99

References
Adeosun, O. T., Ayodele, I. S., & Owolabi, T. J. (2022). University internship systems and
preparation of young people for world of work in the 4
th
industrial revolution. Rajagiri
Management Journal, 16(2), 164-179. Doi: https://doi.org/10.1108/RAMJ-01-2021-0005
Allen, K., Quinn, J., Hollingworth, S., & Rose, A. (2013). Becoming employable students and
‘ideal’ creative workers: Exclusion and inequality in higher education work placements.
British Journal of Sociology of Education, 34(3), 431–452.
Alpert, F., Heaney, J., & Kuhn, K. L. (2009). Internships in marketing: Goals, structures and
assessment-Student, company and academic perspectives. Australasian Marketing Journal,
17(1), 36-45.
Arum, R., & Roksa, J. (2011). Limited learning on college campuses. Society, 48, 203-207.
Ashley, L., Duberley, J., Sommerlad, H., & Scholarios, D. (2015). A qualitative evaluation of
non-educational barriers to the elite professions. London: Social Mobility and Child
Poverty Commission.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal
of College Student Development, 40(5), 518-529. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/student-
involvement-developmental-theory-higher/docview/619388404/se-2
Baldwin, C. K., Hutchinson, S. L., & Magnuson, D. R. (2004). Program theory: A framework for
theory-driven programming and evaluation. Therapeutic Recreation Journal, 38(1), 16-31.
Retrieved from http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/program-theory-framework-driven-programming/docview/620405590/se-2
BRIDGING THE EMPLOYMENT GAP 100

Bayerlein, L. (2015). Curriculum innovation in undergraduate accounting degree programmes
through “virtual internships”. Education & Training, 57(6), 673-684.
Doi:https://doi.org/10.1108/ET-09-2014-0110
Beard, F.K. & Morton, L. (1999). Effects of internship predictors on successful field experience.
Journalism & Mass Communication Educator, 53(4), 42-53.
Beasley, S. T. (2021). Student–faculty interactions and psychosociocultural influences as
predictors of engagement among black college students. Journal of Diversity in Higher
Education, 14(2), 240-251. Doi: https://doi.org/10.1037/dhe0000169
Beban, A., & Trueman, N. (2018). Student workers: The unequal load of paid and unpaid work in
the neoliberal university. New Zealand Sociology, 33(2), 99-131. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/student-
workers-unequal-load-paid-unpaid-work/docview/2149614955/se-2?accountid=14749
Bickman, L. (1987). The functions of program theory. New Directions for Program
Evaluation, (33), 5-18. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/functions-
program-theory/docview/63274511/se-2
Binder, J. F., Baguley, T., Crook, C., & Miller, F. (2015). The academic value of internships:
Benefits across disciplines and student backgrounds. Contemporary Educational
Psychology, 41, 73–82.
Blau, G., Snell, C., & Goldberg, D. (2021). Reinforcing the importance of maintaining internship
support for college student engagement and anticipated employment. Journal of Education
and Learning, 10(1), 1-6. Retrieved from
BRIDGING THE EMPLOYMENT GAP 101

http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/reinforcing-importance-maintaining-internship/docview/2526905330/se-2
Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology 3(2): 77-101.
Callanan, G., & Benzing, C. (2004). Assessing the role of internships in the career-oriented
employment of graduating college students. Education & Training, 46(2), 82-89.
Doi:http://dx.doi.org/10.1108/00400910410525261
Campbell, C. D., Emmons, L., Mangione, L., Grus, C. L., Berry, S., Dailey, K. C., . . . Siegel, W.
G. (2015). Using the psychology internship development toolkit to increase the number of
internship positions. Training and Education in Professional Psychology, 9(3), 195-201.
doi:https://doi.org/10.1037/tep0000084
Capek, Megan; Klein, Jonathan; and Gassman, Julianne (2017)”” Paid versus Unpaid Internships:
Perspectives of Students and Nonprofit Directors”” The International Undergraduate
Journal For Service-Learning, Leadership, and Social Change: Vol. 7: Iss. 1, p. 11-20.
Available at: https://opus.govst.edu/iujsl/vol7/iss1/4
Carpenter, A. M., & Peña, E. V. (2017). Self-authorship among first-generation undergraduate
students: A qualitative study of experiences and catalysts. Journal of Diversity in Higher
Education, 10(1), 86.
Chan, J. M., Yeap, J. M., Taahir, A. B., & Remie, M. J. M. (2020). INTERNSHIP PROGRAM
EFFECTIVENESS: A JOB OPPORTUNITY. International Journal of Information,
Business and Management, 12(3), 94-108. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/internship-
program-effectiveness-job-opportunity/docview/2415464888/se-2
BRIDGING THE EMPLOYMENT GAP 102

Chen, H. T. (2012). Theory-driven evaluation: Conceptual framework, application and
advancement (pp. 17-40). Springer Fachmedien Wiesbaden
Chen, Y., & Gan, N. (2021). Sustainable development of employability of university students
based on participation in the internship promotion programme of Zhejiang province.
Sustainability, 13(23), 13454. Doi: https://doi.org/10.3390/su132313454
Chintalapudi, N. (2014, Feb 11). Importance of internships continues to increase. University
Wire Retrieved from http://libproxy.usc.edu/login?url=https://www.proquest.com/wire-
feeds/importance-internships-continues-increase/docview/1496939940/se-2
Cooper, J., & Davis, L. (2017). Exploring comparative economic theories: Human capital
formation theory vs screening theory. The Journal of Applied Business and
Economics, 19(6), 68-73. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/exploring-
comparative-economic-theories-human/docview/1965068437/se-2
Cortelyou-Ward, K., Sumner, J. J., & Rotarius, T. T. (2012). Expanding the definition of an
internship: Embracing non-conventional graduate students. The Journal of Health
Administration Education, 29(4) Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/expanding-definition-internship-embracing-non/docview/1271954916/se-2
Crain, A. (2016). Understanding the impact of unpaid internships on college student
career development and employment outcomes. NACE Journal. Retrieved from
http://www.naceweb.org/job-market/internships/exploring-the-implications-ofunpaid-
internships/
BRIDGING THE EMPLOYMENT GAP 103

Crawford, P., & Fink, W. (2020). Employability skills and students critical growth areas. NACTA
Journal, 64(2), 122-131. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/employability-skills-students-critical-growth/docview/2535885167/se-2
Crawford, P., S. Lang, W. Fink, R. Dalton and L. Fielitz. 2011. Comparative analysis of soft
skills: What is important for new graduates. Washington, D.C: Association of Public Land
Grant Universities.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches. Thousand Oaks, CA: Sage.
Criscoe, A., & Land, M. J. (2020). From classroom to internship: Supervisor
evaluations. Teaching Journalism & Mass Communication, 10(2), 22-27. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/classroom-
internship-supervisor-evaluations/docview/2523171008/se-2
Degravel, D. (2011). Internships and small business: A fruitful union? A conceptual approach.
Journal of Management Policy and Practice, 12(2), 27-43. Retrieved from http://www.na-
businesspress.com/jmppopen.html
DiRienzo, D. F. (2016). Student perceptions of unpaid internships in the arts, entertainment, and
media industry: A survey of lower income students’ ability to participate in internships.
(Doctoral dissertation). Retrieved from: https://fisherpub.sjfc.edu/education_etd/258/
Dobbin, F., & Kalev, A. (2017). Are diversity programs merely ceremonial? Evidence-free
institutionalization. The SAGE handbook of organizational institutionalism, 808-828.
Donaldson, S. I. (2007). Program theory-driven evaluation science: Strategies and applications.
Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Retrieved from
BRIDGING THE EMPLOYMENT GAP 104

http://libproxy.usc.edu/login?url=https://www.proquest.com/books/program-theory-
driven-evaluation-science/docview/621921930/se-2
Donaldson, S. I. (2003). Theory-driven program evaluation in the new millennium. In S. I.
Donaldson, & M. Scriven (Eds.), Evaluating social programs and problems: Visions for
the new millennium; evaluating social programs and problems: Visions for the new
millennium (pp. 109-141, Chapter x, 219 Pages). Mahwah, NJ: Lawrence Erlbaum
Associates Publishers. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/books/theory-driven-
program-evaluation-new-millennium/docview/620059740/se-2
Durack, K. T. (2013). Sweating employment: Ethical and legal issues with unpaid student
internships. College Composition and Communication, 65(2), 245-272. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/sweating-
employment-ethical-legal-issues-with/docview/1468676168/se-2?accountid=14749
Finch, D. J., Hamilton, L. K., Baldwin, R., & Zehner, M. (2013). An exploratory study of factors
affecting undergraduate employability. Education & Training, 55(7), 681-704.
Doi:http://dx.doi.org/10.1108/ET-07-2012-0077
Finley, A., & McNair, T. (2013). Assessing underserved student’’ engagement in high-impact
practices. With an assessing equity in high-impact practices toolkit. ().Association of
American Colleges and Universities. Retrieved from Social Science Premium Collection
Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/reports/assessing-
underserved-students-engagement-high/docview/2034275971/se-2
BRIDGING THE EMPLOYMENT GAP 105

Fiorito, J., Bozeman, D.P., Young, A., & Meurs, J.A. (2007). Organizational commitment, human
resource practices, and organizational characteristics. Journal of Managerial Issues. 19(2),
186-207.
Fletcher, E., Minar, N., & Rice, B. (2021). The Future Ready Lab: Maintaining Students’ Access
to Internships during Times of Crisis. Sage Journals.
https://doi.org/10.1177/00131245211065413.
Galbraith, D., & Mondal, S. (2020). The potential power of internships and the impact on career
preparation. Research in Higher Education Journal, 38 Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/potential-
power-internships-impact-on-career/docview/2458994272/se-2
Galea, I. (2022). Companies use student intern programs as a pipeline to help improve
representation of black employees: A globe and mail survey of companies that signed on
to the BlackNorth initiative shows many have started making strides in black student
recruitment.
Garavan, T. N., & Murphy, C. (2001). The co-operative education process
andmericantionlmericantionn: A qualitative study of student perceptions of its
effectiveness. Education & Training, 43(6), 281-302.
Doi:https://doi.org/10.1108/EUM0000000005750
Gault, J., Leach, E., & Duey, M. (2010). Effects of business internships on job marketability: The
employer’’ perspective. Education & Training, 52(1), 76-88.
Doi:http://dx.doi.org/10.1108/00400911011017690
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Pearson.

BRIDGING THE EMPLOYMENT GAP 106

Hooley, T. (2021). Career development and human capital theory: Preaching the “education
gospel”. In P. J. Robertson, T. Hooley & P. McCash (Eds.), The oxford handbook of
career development; the oxford handbook of career development (pp. 49-64, 397 Pages).
New York, NY: Oxford University Press. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/books/career-development-
human-capital-theory-preaching/docview/2695433112/se-2
Hora, M., Chen, Z., Parrott, E., & Her, P. (2020). Problematizing college internships: Exploring
issues with access, program design and developmental outcomes. International Journal of
Work–- Integrated Learning, 21(3), 235-252. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/problematizing-college-internships-exploring/docview/2396534755/se-2
Hora, M. T., Parrott, E., & Her, P. (2020). How do students conceptualise the college internship
experience? Towards a student-centred approach to designing and implementing
internships. Journal of Education and Work, 33(1), 48-66.
Doi:https://doi.org/10.1080/13639080.2019.1708869
Hora, M. T., Wolfgram, M., & Chen, Z. (2019). Closing the doors of opportunity: How financial,
sociocultural, and institutional barriers intersect to inhibit participation in college
internships. WCER working paper no. 2019-8. ().Wisconsin Center for Education
Research. Retrieved from Social Science Premium Collection Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/reports/closing-doors-
opportunity-how-financial/docview/2459003252/se-2
Hurst, J. L., Good, L. K., & Gardner, P. (2012). Conversion intentions of interns: what are the
motivating factors?. Education+ Training, 54(6), 504-522.
BRIDGING THE EMPLOYMENT GAP 107

Irwin, A., Nordmann, E., & Simms, K. (2019). Stakeholder perception of student employability:
Does the duration, type and location of work experience matter? Higher Education, 78(5),
761-781. Doi:http://dx.doi.org/10.1007/s10734-019-00369-5
Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-
integrated learning. Higher Education, 74(5), 833-853. Doi:
https://doi.org/10.1007/s10734-016-0080-2
Jackson, D., & Ruth, B. (2021). What actually works to enhance graduate employability? The
relative value of curricular, co-curricular, and extra-curricular learning and paid work.
Higher Education, 81(4), 723-739. Doi: https://doi.org/10.1007/s10734-020-00570-x
Khuntia, J., Ning, X., Cascio, W., & Stacey, R. (2022). Valuing diversity and inclusion in health
care to equip the workforce: Survey study and pathway analysis. JMIR Formative
Research, 6(5) doi:https://doi.org/10.2196/34808
Knouse, S. B., Tanner, J. R., & Harris, E. W. (1999). The relation of college internships, college
performance, and subsequent job opportunity. Journal of Employment Counseling, 36, 35-
43. Doi:10.1002/j.2161-1920.1999.tb01007.x
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice Hall.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous
research and new directions. In R. J. Sternberg and L. F. Zhang (eds.), Perspectives on
cognitive learning and thinking styles (pp.227-247). Mahwah, NJ: Lawrence Erlbaum.
Kopelman, M., & Sharir, D. (2014). A performance-based manual for mental health counseling
internships. The International Journal of Humanities Education, 11(1), 1-10.
doi:https://doi.org/10.18848/2327-0063/CGP/v11i01/43790
BRIDGING THE EMPLOYMENT GAP 108

Kowtha, N. R. (2011). School-to-work transition and newcomermericantionn: The role of job-
related education. Journal of Management and Organization, 17, 747-763.
Doi:10.1017/S1833367200001152
Kramer, M. (1974). Reality shock Why nurses leave nursing. St. Louis, MO: Mosby.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them,
and why they matter. Washington, DC: Association of American Colleges and
Universities.
Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Ewell, P. T., Hutchings, P., Kinzie,
J., & Cain, T. R. (2015). Using evidence of student learning to improve higher education.
John Wiley & Sons, Incorporated.
Kwong, K. S., & Lui, G. (1991). Effects of Accountancy Internship on Subsequent Academic
Performance. Education Journal, 19(1), 111-16.
Lee, Y., Patterson, P. P., & Vega, L. A. (2011). Perils to self-efficacy perceptions and teacher-
preparation quality among special education intern teachers. Teacher Education
Quarterly, 38(2), 61-76.
Lei, Simon A., and Yin, D. (2019) “Evaluating benefits and drawbacks of internships:
Perspectives of college students” College Student Journal, 53(2), pp. 181+. Gale
Academic Onefile, Accessed Oct. 28, 2019.
Lipsey, M. W. (1993). Theory as method: Small theories of treatments. New directions for
program evaluation, 57, 5-38.
Madsen, P. M., & Bingham, J. B. (2014). A Stakeholder-human capital perspective on the link
between social performance and executive compensation. Business Ethics Quarterly, 24,
1-30. Doi:10.5840/beq2014254
BRIDGING THE EMPLOYMENT GAP 109

Manthei, R. J. & Gilmore, A. (2005). The effect of paid employment on university students’ lives.
Education + Training, 47(3), 202–215.
Marsh, L. E., Hashem, F. M., Cotton, C. P., Allen, A. L., Min, B., Clarke, M., & Eivazi, F.
(2016). Research internships: A useful experience for honing soft and disciplinary skills of
agricultural majors 1. NACTA Journal, 60(4), 379-384. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/research-
internships-useful-experience-honing/docview/1850644628/se-2
Matthews, Kelly & Andrews, Tori & Adams, Peter. (2011). Social Learning Spaces and Student
Engagement. Higher Education Research and Development. 30.
10.1080/07294360.2010.512629.
McKinney, S. E., & Finke, J. A. (2005). A comparison of the internship experience for student
interns placed in different urban school environments. Professional Educator, 27(1-2), 51-
57. Retrieved from http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/comparison-internship-experience-student-interns/docview/62076667/se-2
Meisenheimer, Joseph R.,II. (1990). Black college graduates in the labor market, 1979 and
1989. Monthly Labor Review, 113(11), 13-21. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/black-
college-graduates-labor-market-1979-1989/docview/62973537/se-2
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (
4t
h ed.). San Francisco, CA: Jossey-Bass.
Moore, D. T. (2010). Forms and issues in experiential education. In D. M. Qualters (ed.),
Experiential education: Making the most of learning outside the classroom (pp. 3-14). San
Francisco, CA: Jossey-Bass.
BRIDGING THE EMPLOYMENT GAP 110

Morris, T. H. (2020). Experiential learning–- A systematic review and revision of kol’’s
model. Interactive Learning Environments, 28(8), 1064-1077. Doi:
https://doi.org/10.1080/10494820.2019.1570279
Moss-Pech, C. (2021). The career conveyor belt: How internships lead to unequal labor market
outcomes among college graduates. Qualitative Sociology, 44(1), 77-102.
Doi:https://doi.org/10.1007/s11133-020-09471-y
Nancy Guerra Barrón. (2020). Internship models: Acknowledging social and academic
expectations. [Internship models] The International Journal of Educational Management,
34(6), 1049-1061. Doi: https://doi.org/10.1108/IJEM-02-2019-0065
Narayanan, V. K., Olk, P. M., & Fukami, C. V. (2010). Determinants of internship effectiveness:
An exploratory model. Academy of Management Learning & Education, 9 (1), 61-80.
National Center for Education Statistics (2019). The condition of education. College student
employment (pp. 1-4). Washington, DC.
Nauta, A., van Vianen, A., van der Heijden, B., van Kam, K., & Willemsen, M. (2009).
Understanding the factors that promote employability orientation: The impact of
employability culture, career satisfaction, and role breadth self-efficacy. Journal of
occupational and organizational psychology, 82(2), 233-251.
https://doi.org/10.1348/096317908X320147
O’Neill, N. (2010). Internships as a high-impact practice: Some reflections on quality. Peer
Review, 12(4), 4–8.
Ornellas, A., Falkner, K., & Eva Edman Stålbrandt. (2019). Enhancing graduates’ employability
skills through authentic learning approaches. Higher Education, Skills and Work–- Based
Learning, 9(1), 107-120. Doi:http://dx.doi.org/10.1108/HESWBL-04-2018-0049
BRIDGING THE EMPLOYMENT GAP 111

Ortiz, L. A., & MacDermott, C. (2018). Integrative liberal learning: A case for internships and
other high impact practices as an essential component in students professional
preparation. Journal of Higher Education Theory and Practice, 18(6), 123. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/integrative-liberal-learning-case-internships/docview/2164513184/se-2
Panigrahi, J., Das, B., & Tripathy, S. (2015). Paving the path from education to employment.
Parikalpana: K I I T Journal of Management, 11(1), 113-119. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/paving-
path-education-employment/docview/1692919181/se-2
Park, J. J., Zheng, J., Lue, K., Salazar, C., Liwanag, A. M., Parikh, R. M., & Anderson, J. L.
(2022). Looking beyond college: STEM college seniors on entering the workforce and the
impact of race and gender. Journal of Diversity in Higher Education,
doi:https://doi.org/10.1037/dhe0000433
Parks-Yancy, R. (2012). Interactions into opportunities: Career management for low-income,
first-generationmericanmericann college students. Journal of College Student
Development, 53(4), 510-523. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/interactions-into-opportunities-career-management/docview/1033786928/se-2
Patton, M. (2015) Qualitative Research and Evaluation Methods.
4t
h Edition, Sage Publications,
Thousand Oaks.
Reinholz, D. L., & Andrews, T. C. (2020). Change theory and theory of change: What’s the
difference anyway? International Journal of STEM Education, 7 doi:
http://dx.doi.org.libproxy2.usc.edu/10.1186/s40594-020-0202-3
BRIDGING THE EMPLOYMENT GAP 112

Ro, H. K., Lee, J., Fernandez, F., & House, C. B. (2021). We Don’t know what they did last
summer: Examining relationships among parental education, faculty interaction, and
college students’ post-first year summer experiences. Innovative Higher Education, 46(1),
21-39. Doi:https://doi.org/10.1007/s10755-020-09523-9
Robotham, D. (2009). Combining study and employment: A step too far? Education &
Training, 51(4), 322-332. Doi:https://doi-
org.libproxy2.usc.edu/10.1108/00400910910968337
Rogers, S. E. (2013). Pay status, work design, job satisfaction and career development:
An analysis of paid and volunteer interns. Rutgers, xiv(193).
http://dx.doi.org/doi:10.7282/T3SX6B73
Rogers, P. J., Petrosino, A., Huebner, T. A., & Hacsi, T. A. (2000). Program theory evaluation:
Practice, promise, and problems. New Directions for Evaluation, (87), 5-13. Retrieved
from http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/program-theory-evaluation-practice-promise/docview/62336670/se-2
Rothschild, P. C., & Rothschild, C. L. (2020). The unpaid internship: Benefits, drawbacks, and
legal issues. Administrative Issues Journal: Connecting Education, Practice, and
Research, 10(2), 1-17. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/unpaid-
internship-benefits-drawbacks-legal-issues/docview/2535447315/se-2
Rubin, A., & Bellamy, J. (2012). Practitioner's guide to using research for evidence-based
practice. John Wiley & Sons.

BRIDGING THE EMPLOYMENT GAP 113

Salkind, N. J. (2014). Statistics for people who (think they) hate statistics. Using Microsoft Excel.
(
5t
h ed.). Los Angeles: SAGE.
Saniter, N. & Siedler, T. (2014). Door opener or waste of time? The effects of student internships
on labor market outcomes. IZA Discussion Paper No. 8141. Bonn, Germany.
Institute for the Study of Labor.
Sapp, D.A., & Zhang, Q. (2009). Trends in industry supervisors’ feedback on business
communication internships. Business Communication Quarterly, 72(3), 274-288.
https://doi. Org/10.1177/1080569909336450
Schoonenboom, J., & R, B. J. (2017). How to construct a Mixed methods research design. Kölner
Zeitschrift Für Soziologie Und Sozialpsychologie, 69, 107-131.
Doi:http://dx.doi.org.libproxy2.usc.edu/10.1007/s11577-017-0454-1
Sides, C. H., & Mrvica, A. (2007). Internships: Theory and practice. Amityville, NY: Baywood.
Silva, P., Lopes, B., Costa, M., Seabra, D., Melo, A. I., Brito, E., & Dias, G. P. (2016). Stairway
to employment? internships in higher education. Higher Education, 72(6), 703-721.
doi:https://doi.org/10.1007/s10734-015-9903-9
Suen, S., & Brandeisky, K. (2014). Tracking Intern Laws. ProPublica.
https://doi.org/https://projects.propublica.org/graphics/intern-suits
Taylor, M. S. (1988). Effects of college internships on individual participants. Journal of Applied
Psychology, 73(3), 393-401.
Tinto, V. (2012). Enhancing student success: Taking the classroom success seriously. Student
Success, 3(1), 1.
Toncar, M. F., & Cudmore, B. V. (2000). The Overseas Internship Experience. Journal of
Marketing Education, 22(1), 54–63. https://doi.org/10.1177/0273475300221007
BRIDGING THE EMPLOYMENT GAP 114

Toro, W. X. (2019). 210RW1S34RfeSDcfkexd09rT3st1RW1S34RfeSDcfkexd09rT3 century
learning skills in education and employability (Order No. 27666017). Available from
ProQuest Dissertations & Theses Global; ProQuest One Academic. (2467830899).
Retrieved from http://libproxy.usc.edu/login?url=https://www.proquest.com/dissertations-
theses/21-sup-st-century-learning-skills-education/docview/2467830899/se-
2?accountid=14749
Trach, J. S., & Mayhall, C. D. (1997). Analysis of the types of natural supports utilized during job
placement and development. Journal of Rehabilitation, 63(2), 43. Retrieved from
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-journals/analysis-
types-natural-supports-utilized-during/docview/1310699584/se-2?accountid=14749
Trager, B. (2020). Community-based internships: How a hybridized high-impact practice affects
students, community partners, and the university. Michigan Journal of Community Service
Learning, 26(2), 71-94. Doi:https://doi.org/10.3998/mjcsloa.3239521.0026.204
U.S. Department of Labor Wage and Hour Division, 2018
Vuolo, M., Staff, J., & Mortimer, J. T. (2012). Weathering the great recession: Psychological and
behavioral trajectories in the transition from school to work. Developmental Psychology,
48(6), 1759-1773. doi:https://doi.org/10.1037/a0026047
W.K. Kellogg Foundation (2004). Logic Model Development Guide. Michigan: W.K. Kellogg
Foundation. Retrieved from http://www.compact.org/wp-
content/uploads/2010/03/LogicModelGuidepdf1.pdf
Wang, Y. F., Chiang, M. H., & Lee, Y. J. (2014). The relationships amongst the intern anxiety,
internship outcomes, and career commitment of hospitality college students. Journal of
Hospitality, Leisure, Sport & Tourism Education, 15, 86-93.
BRIDGING THE EMPLOYMENT GAP 115

Zilvinskis, J., Gillis, J., & Smith, K. K. (2020). Unpaid versus paid internships: Group
membership makes the difference. Journal of College Student Development, 61(4), 510-
516. doi:https://doi.org/10.1353/csd.2020.0042

BRIDGING THE EMPLOYMENT GAP 116

Appendix A
Approval for Non-Medical Research

BRIDGING THE EMPLOYMENT GAP 117

BRIDGING THE EMPLOYMENT GAP 118

Appendix B
Survey Protocol
Overview and Introduction
Thank you for agreeing to participate in this survey. I recognize that your participation is
voluntary, so I appreciate your willingness to participate in this research study. The purpose of
this study is to examine the structure and value of internship programs from the employer's
perspective. This study will also explore the employer's commitment to internship programs and
level of engagement with interns. The study's population includes supervisors/ Program Directors
and employer partners that have hosted interns in the past. You are invited as a survey participant
because you have recently hosted an intern. All survey questions that will be asked were designed
to elicit your unique perspective without evaluation and/or judgment.

Key points:
- This survey is confidential.
- No identifying information will be disclosed.
- Pseudonyms will be used for all organizations, employees, and students.
- All data and information gathered will be securely stored electronically in a password protected
file.
- All data and information will be disposed of upon completion and publication of the research
study.
Any questions about the survey and research study can be addressed to Shante Lampkin at
slampkin@usc.edu.
Thank you for your time and feedback.
BRIDGING THE EMPLOYMENT GAP 119

Do you understand the information provided and agree to participate in this anonymous and
confidential survey?

BRIDGING THE EMPLOYMENT GAP 120

Appendix C
Mixed Method Survey

BRIDGING THE EMPLOYMENT GAP 121

BRIDGING THE EMPLOYMENT GAP 122

BRIDGING THE EMPLOYMENT GAP 123

BRIDGING THE EMPLOYMENT GAP 124

BRIDGING THE EMPLOYMENT GAP 125

BRIDGING THE EMPLOYMENT GAP 126

BRIDGING THE EMPLOYMENT GAP 127

BRIDGING THE EMPLOYMENT GAP 128

BRIDGING THE EMPLOYMENT GAP 129

BRIDGING THE EMPLOYMENT GAP 130

BRIDGING THE EMPLOYMENT GAP 131

BRIDGING THE EMPLOYMENT GAP 134

Appendix D
Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act

BRIDGING THE EMPLOYMENT GAP 135

BRIDGING THE EMPLOYMENT GAP 136

Appendix E
AACF Holistic Healing Annual Operating Budget (Excluding Intern Placements)
AACF
HOLISTIC HEALING PROGRAM
ANNUAL OPERATING BUDGET- PERSONNEL
(Excluding Intern Placements)
Status
(FT or
PT)
Position Title
Position
Status
Position
Classification
Current
Rate
Hours Salary
FT
Senior Program
Director
Filled Senior Level $ 50.49 2,080 $ 105,014.87
FT
Program
Manager
Filled
Management
Level
$ 38.18 2,080 $ 79,414.40
FT
Program
Coordinator
Filled Mid-Level $ 29.31 2,080 $ 60,964.80
FT
Program
Coordinator
Filled Mid-Level $ 29.31 2,080 $ 60,964.80
FT Counselor Filled
Management
Level
$ 34.09 2,080 $ 70,907.20
FT Counselor Filled
Management
Level
$ 34.09 2,080 $ 70,907.20
PT
Intake
Specialist- I
VACANT Entry Level $ 25.00 1,040 $ 26,000.00
FT
Intake
Specialist- II
Filled Mid-Level $ 26.57 2,080 $ 55,267.04
PT
Outreach
Technician- I
VACANT Entry Level $ 25.00 1,040 $ 26,000.00
FT
Outreach
Technician- II
Filled Mid-Level $ 26.57 2,080 $ 55,267.04
PT
Administrative
Assistant- I
Filled Entry Level $ 21.00 1,040 $ 21,840.00
FT
Administrative
Assistant- II
Filled Entry Level $ 23.48 2,080 $ 48,838.40
FT
Sr.
Administrative
Assistant
Filled Senior Level $ 27.23 2,080 $ 56,638.40

TOTAL: $ 738,024.14

BRIDGING THE EMPLOYMENT GAP 137

Appendix F
AACF Holistic Healing Annual Operating Budget (Including Intern Placements)

AACF
HOLISTIC HEALING PROGRAM
ANNUAL OPERATING BUDGET- PERSONNEL
(Including Intern Placements)
Status
(FT or
PT)
Position Title
Position
Status
Position
Classification
Current
Rate
Hours Salary
FT
Senior Program
Director
Filled Senior Level $ 50.49 2,080 $105,014.87
FT
Program
Manager
Filled
Management
Level
$ 38.18 2,080 $ 79,414.40
FT
Program
Coordinator
Filled Mid-Level $ 29.31 2,080 $ 60,964.80
FT
Program
Coordinator
Filled Mid-Level $ 29.31 2,080 $ 60,964.80
FT Counselor Filled
Management
Level
$ 34.09 2,080 $ 70,907.20
FT Counselor Filled
Management
Level
$ 34.09 2,080 $ 70,907.20
PT
Intake
Specialist- I
VACANT
INTERN
PLACEMENT
$ 17.00 1,040 $ 17,680.00
FT
Intake Specialist-
II
Filled Mid-Level $ 26.57 2,080 $ 55,267.04
PT
Outreach
Technician- I
VACANT
INTERN
PLACEMENT
$ 17.00 1,040 $ 17,680.00
FT
Outreach
Technician- II
Filled Mid-Level $ 26.57 2,080 $ 55,267.04
PT
Administrative
Assistant- I
Filled Entry Level $ 21.00 1,040 $ 21,840.00
FT
Administrative
Assistant- II
Filled Entry Level $ 23.48 2,080 $ 48,838.40
FT
Sr.
Administrative
Assistant
Filled Senior Level $ 27.23 2,080 $ 56,638.40

BRIDGING THE EMPLOYMENT GAP 138

TOTAL:

$721,384.14

Abstract (if available)

Abstract The lack of internship opportunities for Black college students contributes to the high unemployment rate of Black college graduates and the lack of diversity within the labor market. Internships have the potential to address this problem as they can create access to employment and social mobility (Saniter & Siedler, 2014). The primary factors that impact participation in internship programs include the lack of awareness and availability of internship opportunities, the type of internship opportunities, financial and sociocultural barriers, employer participation and engagement, and internship program structure.

The purpose of this study is to examine the structure and value of the Access to Employment College Internship Program (AECIP) from the employer's perspective. This study will also explore the employer's commitment to internship programs and level of engagement with interns. This research study uses the Logic Model framework to evaluate the AECIP offered at a non-profit education and social services agency. The Association for Advancing Communities and Families (AACF; pseudonym) was selected for this research study as it is the only organization to offer an internship program specifically targeting Black college students. The AACF has facilitated the AECIP since July 2009, employing over 250 interns throughout this timeframe. This program was developed to provide paths to employment for Black college students and graduates. The research questions guiding this study are:

1. What are the perceptions of employers regarding the value and usefulness of the internship program?
2. What feedback do employers have regarding the structures and processes of the program?
3. What suggestions do employers have for strengthening employer commitment and engagement in the internship program?

An analysis of survey information gathered from former and current employees and employer partners was used to measure the value, usefulness, structures, processes, and commitment and engagement in internship programs from the employer’s perspective. The findings prove that the AECIP is a value-added program. Overall, survey participants are satisfied with and benefit from the internship program which implicates program expansion. The first recommendation is to generate program funding instead of grant funding to support the internship program. This new funding model will lead to increased internship opportunities and the sustainability of the internship program.

Survey results also indicate that improvements can be made within the structures and processes of the internship program. The topics of training and preparation emerged from the data as areas of improvement. Based on the survey feedback, the second recommendation is to develop an internship manual to serve as a resources guide for supervisors/ Program Directors.

Lastly, survey participants highlighted resources and support to further strengthen commitment and engagement. Professional development was highlighted as a best practice and will be used to increase commitment and engagement in future iterations of the internship program. It has been recommended to implement a series of professional development sessions designed specifically for supervisors/Program Directors. Additionally, participation in the internship program will be incorporated in the performance evaluation process to measure commitment and engagement.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Internships in the entertainment industry: From the perspectives of colleges and universities, and internship employers

PDF

Internships in the entertainment industry: From the perspectives of the students

PDF

Promising practices for building a college-going culture: a case study of a comprehensive high school

PDF

Physical activity interventions to reduce rates of sedentary behavior among university employees: a promising practice study

PDF

Uncovering promising practices for providing vocational opportunities to formerly incarcerated individuals

PDF

Power-sharing in co-constructed community-school partnerships: examining values, opportunities, and barriers around community engagement in New York City school leadership teams

PDF

Education after incarceration: identifying practices in prison education programs that positively affect the persistence of formerly incarcerated men to continue education

PDF

When they teach us: recruiting teacher candidates of color for the next generation of students, an evaluation study

PDF

Exploring the causes, effects, and interventions of underemployment among recent college graduates: an evaluation study

PDF

Teachers' voices: SEL perceptions in a grade 9-12 school

PDF

Promising practices: building the next generation of effective school principals

PDF

Independent research internship experiences of underrepresented minorities in biological sciences: an interview case study

PDF

Closing the completion gap for African American students at California community colleges: a research study

PDF

Raising tenure: a case study of fundraiser retention in higher education

PDF

Evaluating the problem of college students graduating into underemployment and unemployment

PDF

Evaluation of mental health support and needs for emergency department providers

PDF

Cultivating strategies for success: How mid-level women leaders of color in student affairs navigate the balance of work and family

PDF

Preparing student affairs administrators to support college students of color with mental health needs

PDF

In the shadows: the perceived experiences of women principals in secondary schools

PDF

Organizational design for embedding corporate social responsibility

Asset Metadata

Creator Williams-Lampkin, Shante Schniece (author)

Core Title Bridging the employment gap for students of color: evaluating the effectiveness of internship programs and the level of engagement from employers

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-08

Publication Date 09/11/2023

Defense Date 08/29/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag cooperative education,culture-entry shock,experiential learning,externships,High-Impact Practices (HIP),host organization,Integrative Liberal Learning Practices,internships,micro-internships,OAI-PMH Harvest,othermothering,reality-shock,Traineeships,Virtual Internships

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Malloy, Courtney (committee chair), Canny, Eric (committee member), Stowe, Kathy (committee member)

Creator Email shante.lampkin@gmail.com,slampkin@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113305079

Unique identifier UC113305079

Identifier etd-WilliamsLa-12343.pdf (filename)

Legacy Identifier etd-WilliamsLa-12343

Document Type Dissertation

Format theses (aat)

Rights Williams-Lampkin, Shante Schniece

Internet Media Type application/pdf

Type texts

Source 20230911-usctheses-batch-1094 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu