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Getting paid: the promise of paid work-based learning opportunities for youth

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Getting paid: the promise of paid work-based learning opportunities for youth

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Content Getting Paid: The Promise of Paid Work-Based Learning Opportunities for Youth
by
Sheryl Evans Davis
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2021

© Copyright by Sheryl Evans Davis 2021
All Rights Reserved

The Committee for Sheryl Evans Davis certifies the approval of this Dissertation

Malik Henfield
Courtney Malloy
Kimberly Hirabayashi, Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
A mayor of a metropolitan city launched an initiative to provide paid work-based learning
opportunities for diverse groups of youth. Although the city has a booming economy, not
everyone is benefitting. Youth from low-income and/or minority communities have disparate
access to work-based learning opportunities (Symonds et al., 2011). The initiative provides
opportunities for youth to develop skills and gain work experience. Nationally, there are calls for
an increase in work-based learning opportunities focused on learning and not just working
(Casner-Lotto, 2006). Early work experience can improve a young person’s ability to obtain
employment, increase their future earning potential (Modestino, 2018), and prepare them for
success in the workforce (Symonds et al., 2011). This study explored the impact of the
aforementioned initiative based on feedback from youth, community, and employers. Findings
suggest work-based learning opportunities should be available for diverse groups of youth and
provide diverse experiences, connected to the future of work. Additionally, programs providing
internships or work-based learning environments should consider building a nested structure that
includes mentors from diverse backgrounds and experiences. When there is a scarcity of
resources, youth from under-served, underrepresented groups should be prioritized. Programs
should avoid perpetuating and replicating inequities present in traditional education systems and
under resourced schools. Moving forward programs should develop processes and strategies that
work to decrease poverty and wealth disparities.

v
Dedication
To my son and my BFF. You two believed in me and supported me through this entire process.
Your encouragement and love are beyond measure. Thanks for pushing me and not letting me give
up. I love you more than you will ever know! I will never be able to effectively express my
gratitude for all you did and do to celebrate and elevate me, so I simply say thank you.

vi
Acknowledgements
Faith, culture, and family has brought me to this point.
I am grateful for the faith tradition, hope and encouragement passed on to me through my
mother and grandmother. My first education was in church, I learned how to read, practiced
public speaking and began to believe anything is possible. Without that foundation and the faith
in action demonstrated by my mother Donna Marie and my grandmother Verdia Belle, I would
have never started this journey. In the moments when I thought I couldn’t do it or didn’t want to
do it, the seeds of hope, faith and love planted by these wonderful gardeners helped me bloom.
When I was growing up, there were Black History programs every February at church. I
learned Maya Angelou and Langston Hughes poems, I learned Negro spirituals and I learned
about the strength, courage, and creativity of Black people. Those songs guide me through
challenging times and soothe my soul when I am frustrated. Maya’s words remind me “I am the
dream and the hope of the slave” and Langston’s words encourage me to “Hold fast to dreams.”
That rich culture sustained me on this journey and were the tools I needed to push through, I am
grateful for the ancestors and the folks who fought and died for me to have this opportunity.
In the final stage of this journey, I lost everything in a fire and shortly thereafter my dad
passed. My siblings worked hard to fill that void, to shower me with love and make sure I
experienced the sense of pride my dad would have displayed. The time we spent together during
those challenging days, helped me finish the course. Literally!
In that same vein, I want to thank my committee for their patience and support. Your
guidance and interest in my study was inspiring. Dr. Courtney Malloy, from the classroom to the
committee, you have left an indelible mark on me and my work. Dr. Malik Henfield, you are the
reason I went back to school, your research and work inspired me to do more and tell the stories

vii
of community. Thank you Dr. Henfield for making time to be a part of my committee. Dr. H.
you were so understanding and flexible and it made this road much easier, especially during one
of the hardest time periods in my life.

viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
Chapter One: Introduction to the Study ...........................................................................................1
Context and Background of the Problem .............................................................................1
Purpose of the Project and Research Questions ...................................................................4
Importance of the Study .......................................................................................................4
Overview of Theoretical Framework and Methodology .....................................................5
Definitions............................................................................................................................7
Organization of the Dissertation ..........................................................................................7
Chapter Two: Literature Review .....................................................................................................9
Work-Based Learning Opportunities ...................................................................................9
Types of Work-Based Learning Opportunities ..................................................................12
Benefits of Work-Based Learning Opportunities ..............................................................18
Challenges Facing Work-Based Learning Opportunities ..................................................19
Recommended Practices for Work-Based Learning Programs .........................................24
Conceptual Framework ......................................................................................................26
Summary ............................................................................................................................33
Chapter Three: Methodology .........................................................................................................35
Research Questions ............................................................................................................35
Overview of Design ...........................................................................................................35
Research Setting.................................................................................................................37

ix
The Researcher...................................................................................................................39
Data Sources ......................................................................................................................40
Participants .........................................................................................................................41
Validity and Reliability ......................................................................................................48
Ethics..................................................................................................................................49
Chapter Four: Findings ..................................................................................................................51
Survey Participants ............................................................................................................51
Research Question 1: What Impact Does Participation of Partners From Law
Enforcement or Tech Industries Have on Youth and Community? ...................................54
Research Question 2: How Does the Program Foster Reciprocal Relationships
Between Youth Participants, Employers, and Other Stakeholders? ..................................69
Research Question 3: How Has COVID-19 Affected Youth and Community
Leader’s Experience in the Program? ................................................................................93
Summary ..........................................................................................................................101
Chapter Five: Recommendations .................................................................................................103
Discussion of Findings .....................................................................................................103
Diversity of Participants ..................................................................................................104
Joint Activity ....................................................................................................................108
Autonomy/Transfer of Power ..........................................................................................109
Reciprocity .......................................................................................................................113
Autonomy ........................................................................................................................114
Recommendations for Practice ........................................................................................116
Limitations and Delimitations ..........................................................................................127
Recommendations for Future Research ...........................................................................128
Conclusion .......................................................................................................................130
References ....................................................................................................................................132

x
Appendix A: Youth Survey Protocol ...........................................................................................145
Appendix B: Employer Survey Protocol .....................................................................................149
Appendix C: Interview Protocol for Fellows/Senior Fellows......................................................152
Appendix D: Document Analysis Sample Coding Rubric (WBL Offerings)..............................156

xi
List of T ables
Table 1: Types of Work-Based Learning Opportunities................................................................14
Table 2: Literature Review of Skills ..............................................................................................23
Table 3: Data Sources ....................................................................................................................37
Table 4: Great Starts Framework ...................................................................................................38
Table 5: Variations in Work-Based Learning Opportunities and the Impact of COVID-19 on
Offerings .........................................................................................................................42
Table 6: Fellow Interview Participants ..........................................................................................53
Table A1: Youth Survey Protocol................................................................................................145
Table B1: Employer Survey Protocol ..........................................................................................149
Table C1: Interview Protocol for Fellows/Senior Fellows ..........................................................153
Appendix D: Document Analysis Sample Coding Rubric (WBL Offerings)..............................156

xii
List of Figures
Figure 1: Bronfenbrenner’s Ecological Systems Theory ...............................................................13
Figure 2: Conceptual Framework ..................................................................................................28
Figure 3: Participants by Age ........................................................................................................51
Figure 4: Race/Ethnicity of Participants 18 and Over ...................................................................52
Figure 5: Survey Responses on How Program Helps Youth Develop Skills ................................55
Figure 6: Survey Responses on Goals of Youth ............................................................................56
Figure 7: Great Starts 2019 Participant Demographics .................................................................69
Figure 8: Survey Responses on Level of Engagement ..................................................................71
Figure 9: Survey Responses on Time With Employees From Organization .................................72
Figure 10: Survey Responses on Future Participation ...................................................................73
Figure 11: Survey Response Amount of Time With Employees in Organization .........................75
Figure 12: Survey Responses on Returning to Placement Site ......................................................92
Figure 13: Survey Responses on Impact of COVID-19 ................................................................94
Figure 14: Survey Responses Indicate COVID-19 Impacted Connectivity ..................................96
Figure 15: Great Starts Equity Framework ..................................................................................106
Figure 16: Great Starts Preparation Timeline ..............................................................................118
Figure 17: SPARQ Tools Hierarchal Mapping Exercise .............................................................123

1

Chapter One: Introduction to the Study
Many employers report high school youth are not adequately prepared for work
(Cunningham & Villaseñor, 2016). In addition to school programming, opportunities to
participate in training programs and new initiatives have the potential to improve young people’s
postsecondary success (Pina et al., 2012) and better prepare them for future work (Casner-Lotto,
2006). Additionally, affluent White teens are four times more likely to be employed than low-
income Black teens and twice as likely to be employed than Latino teens (Symonds et al., 2011).
COVID-19 added another layer of complexity, with many of the internships and programs
offered for youth being canceled (Brookings Institution, 2020; United Nations, 2020). The
problem of practice examined in this dissertation is a lack of work-based learning programs for
diverse groups of youth. Better preparing this population to enter the workforce requires an
increase in programs offering work-based learning opportunities, especially for those from
diverse backgrounds (Symonds et al., 2011).
Context and Background of the Problem
In October 2018, Mayor Love (pseudonym) of the study city launched Great Starts
(pseudonym) to provide paid work-based learning opportunities to high school youth. The
creation of Great Starts was spurred by disparate access to internships and work-based learning
opportunities for youth. Work-based learning opportunities can help teens develop social capital,
build community, support families, connect with employers, build networks, increase access to
resources (Ashtiani & Feliciano, 2018), increase their likelihood of staying in school, and
improve their potential for economic mobility (Modestino, 2018; Symonds et al., 2011). Great
Starts began recruiting participants in February of 2019, with a focus on youth living in public
housing, attending alternative schools, or living in communities disproportionately impacted by
2

poverty, violence, the criminal justice system, health, or economic disparities. Over 2,600 youth
applied during the recruitment period, and 1,505 youth were placed in a work-based learning
opportunity. In 2020 the number of youth applicants increased, and the number of employer
partners was impacted due to COVID-19. The study city is a representation of the wealth gaps
highlighted in numerous Brookings Institution reports (Berube & Holmes, 2016; Broyles, 2019;
Sawhill & Pulliam, 2019) and similar to the national reports many of the income and wealth
inequities were exacerbated (Inequality.org, 2021; Qureshi, 2020; TIAA, 2021). Great Starts
provides opportunities for diverse groups of youth, focusing on engaging low-income and youth
of color to eliminate academic and wealth gaps through work-based learning offerings. In the
first year, Great Starts met many of its goals, with the majority of participants representing low-
income and communities of color; more than 80% of participants reported their professional
manners improved, and nearly 80% believe their participation improved likeliness for future
employment.
In preparation for summer work-based learning opportunities, Great Starts recruits
government, private-sector, and nonprofit partners to serve as employers and host youth as
interns during the summer. In addition to serving as employers, these partners are asked to
participate in panels and consider ways they can mentor youth, especially if they cannot host
them during the summer. If a partner cannot cover the cost of paying the intern, Great Starts will
subsidize the cost. Partners are asked to participate in workshops and training sessions to help
them prepare for working with participants, sign a memorandum of understanding committing to
help youth develop identified skills, and share relevant and requested data throughout the
internship.
3

Great Starts offers paid internship and work-based learning opportunities for youth.
Unlike most internships or other paid summer opportunities, the program does not require
previous experience or demonstrated motivation via an interview or written responses to
questions. The initiative seeks to provide opportunities to youth from diverse backgrounds with
varying skill sets, abilities, and interests by minimizing participation barriers. Youth who live or
go to school in the study city are eligible, and if a young person has a caregiver who lives or
works in the study city, they are also eligible to participate in the program. There is a registration
process versus an application process. As long as there are open slots, all are automatically
accepted. The ability to meet the demand and have enough slots for the applicants during the
pandemic was a challenge.
Great Starts serves youth entering high school as young as 12 years old, up to age 24.
Participants work anywhere from 4 to 8 weeks and 20 to 40 hours a week, depending on their
placement. As part of the registration process, participants identify their top four areas of interest
for a placement. After the registration process and review of information, they go through an
onboarding process. After they complete their paperwork for payment and review expectations,
they are offered a placement to work during the summer. Once the placement site is identified,
the new intern is connected to a fellow. Fellows are individuals over age 18 who help supervise
and support cohorts of interns. Over the summer, interns work at their placement site and interact
with employers, other interns, and fellows. The majority of placements were virtual in the
summer of 2020 due to COVID-19. At the end of the summer, all interns and their assigned
fellow present a final project connected to their work.

4

Purpose of the Project and Research Questions
This study explored the impact of a work-based learning opportunities initiative. Through
a series of interviews and surveys, this project explored the ecosystem of work-based learning
programs and considered what contributes to a successful program. The present study considered
what community partners, youth, and employers see as important for implementation and
replication, as well as what organizations can do to prepare to support youth development. This
study sought to answer the following questions:
1. How does the program foster reciprocal relationships between youth participants,
employers, and other stakeholders?
2. What impact does the participation of partners from law enforcement or tech industries
have on youth and community?
3. How has COVID-19 impacted the interaction and engagement of participants with
community and employers?
Importance of the Study
Numerous studies report high school youth are not adequately prepared for work (Casner-
Lotto, 2006; Pina et al., 2012). Furthermore, it is proposed that, without relevant experience, a
postsecondary degree, or vocational training, job seekers will have difficulty finding
employment. Researchers suggest that post-high school success can increase with a redesign of
school curriculum and an expansion of programs that develop social emotional and cognitive
skills (Pina et al., 2012). Additional benefits include a diverse, prepared workforce, increased
employment for older youth, and the potential to decrease youth participation in negative
activities like violent crime (Sasser Modestino & Paulsen, 2018).
5

Studies posited that work-based learning opportunities help communities through
increased civic engagement and decreased involvement in criminal activities (Modestino, 2018).
Employers need skilled workers, and most job seekers lack the skills required for open positions.
The need for skilled workers is highlighted in the millions of open jobs across America (Chicago
Apprentice Network, 2017). Business leaders have been lobbying for change that will better
prepare youth for the future workforce and develop a talent pool. A better understanding of how
programs connect with diverse groups of youth and the impacts of those opportunities can inform
other initiatives and help improve outcomes for youth, close income gaps, minimize negative
behavior and meet employer needs (Leal, 2016; Modestino, 2018; Symonds et al., 2011).
Although it is early in the pandemic for studies on the full impact of COVID-19, the
youth workforce has been called a vulnerable population (Kassid, n.d.), and early reports suggest
their employment will be severely impacted (United Nations, 2020). Moreover, it is presumed
that as unemployment among adults continues, youth will have limited opportunities to gain
work experience, develop interpersonal skills and engage with employers in meaningful ways.
This study provided an opportunity to examine the impact of the Coronavirus on work-based
learning opportunities for this population. Additionally, the study provided examples of work-
based learning modified to support online internships and remote programming.
Overview of Theoretical Framework and Methodology
Bronfenbrenner’s (1979) ecological model was applied to explore the impact of the
environment and the ecosystem on Great Starts participants’ engagement, interaction,
perceptions, and abilities from their own and the community partners’ perspectives.
Bronfenbrenner proposed that a young person’s learning success is connected to multiple factors:
school, home, parents, and other environmental factors (Bronfenbrenner, 1979). Theoretically,
6

the participants’ success is affected by things happening where they are working but also in
places where they are not present and events that seem disconnected to them (Bronfenbrenner,
1979). The ecological model requires consideration of youth perceptions and experiences as well
as those of their employers, parents/caregivers, educators, service providers, and other
community stakeholders.
According to Bronfenbrenner (1979), if we provide opportunities for youth to experience
learning in diverse environments and connect them with caring adults, there could be enhanced
motivation and engagement, by which learning, academic outcomes, and postsecondary success
could improve. Similarly, building relationships through interactive activities can change how
participants see themselves and their environment. Ecological theory suggests a need for
multiple systems to engage and explore the impact of the environment on individuals
(Bronfenbrenner, 1979) and to challenge the narrative around who has access to work-based
learning opportunities and how. Bronfenbrenner (1979) suggested that opportunities for youth
leadership increase learning and development. Young people need opportunities to serve as
producers, learn from mentors and make real-world connections (Bandura, 2018; Smith, 2002).
Work-based learning activities that provide opportunities to improve their communities and
increase their future economic opportunities could serve as helpful strategies that build strong
and enduring emotional connections that Bronfenbrenner (1979) identified as instrumental in
acquiring skills, values, and knowledge.
This study utilized a mixed-methods approach to collect multiple forms of data
(Creswell, 2018). The mixed-methods approach provided an opportunity to gather information
and allow community participation (Merriam & Tisdell, 2016). Youth and community help shape
the research (Johnson & Christenen, 2014), including developing surveys, leading focus groups,
7

and conducting interviews. The ecological model suggests it is important in youth development
for power to gradually transfer to the young person, creating moments for them to serve as not
just observers, but to be actively involved in the activity; to center community and youth voices
in determining what success looks like and including them in the gathering and analysis of
information. Additionally, maximum variation sampling allows the researcher to sample a wide
array of cases (Johnson & Christensen, 2014). A mixed-methods approach utilizes multiple data
collection methods, supports triangulation, and increases credibility of findings (Merriam &
Tisdell, 2016). Merriam and Tisdell (2016) posited using a collaborative approach and multiple
investigators to build in data comparison and cross-checking.
Definitions
This section presents common terms with specific and expanded definitions connected to
this study.
• Future of Work/Future Work: In this study, future of work refers to opportunities for
work in the future versus the connection to artificial intelligence or how technology will
impact work in the future.
• Postsecondary: This study broadly defines post-secondary as anything after college and
is inclusive of employment, academic institutions, or vocational training programs.
• Work-based Learning Opportunities: refers to a variety of activities youth can participate
in and be paid for: internships, training programs, classes, special projects, and working.
• Youth: Youth includes young people between 14 and 24 years of age.
Organization of the Dissertation
This dissertation follows a traditional five-chapter model. Chapter One provides the
introduction to the study. In Chapter Two, there will be a review of literature related to the need
8

for work-based learning opportunities and explore some of the benefits and challenges connected
with programming. Chapter Three will review the methodology used for the data collection of
the initiative featured in this study. Chapter Four will share findings from the surveys,
interviews, and focus groups conducted as a part of this study. Finally, Chapter Five will
highlight recommendations developed from the findings.
9

Chapter Two: Literature Review
This literature review examines the ecological system connected to youth who participate
in work-based learning opportunities. The study explored the benefits associated with work-
based learning opportunities. Additional research considers the challenges of engagement for
employers and youth as well recommended practices to inspire motivation, participation, and
engagement. Throughout the review, attention is given to the impact of COVID-19 on work-
based learning opportunities.
Work-Based Learning Opportunities
Numerous studies report employers believe high school youth are not adequately
prepared for work (Casner-Lotto, 2006; Pina et al., 2012; Symonds et al., 2011). Without
relevant experience, a postsecondary degree, or vocational training, it is difficult for job seekers
to find employment. The recent unemployment increases due to the Coronavirus (Nicola et al.,
2020) reduced opportunities usually offered during the summer months (CBS News, 2020). A
special issue report from the United Nations (2020) projects young people between the ages of
15 and 24 will be severely impacted by COVID-19. The United Nations suggested a need to
increase opportunities for youth to learn in the shifting work culture. As the number of adults
looking for work increases due to COVID-19 (Fields & Hart, 2020), young people will be
competing with people who are not only older but more experienced and with the desired
skillsets. It will be important to engage employers and community stakeholders to create new
and innovative approaches for youth to gain the skills needed to be prepared for future work.
Without a commitment to creating opportunities for youth, the impacts of COVID-19 could
disproportionately impact their economic mobility.
10

It has been said that success occurs when opportunity and preparation meet. A 2018 study
found misperceptions about opportunities for mobility in America (Alesina et al., 2017). The
study reports a disconnect between the perceived and actual probabilities of social mobility
(Alesina et al., 2017). The impact of COVID-19 is being felt across the world and could
potentially widen the gap between perceptions and the actual probability of social mobility.
Alesina et al. (2017) also found Americans are overly optimistic about equal opportunity,
believing everyone has the chance to make it if they just work hard enough (Alesina et al., 2017).
An international study found similar disconnections between teachers and employers; while
teachers suppose they are effectively preparing youth for work, employers expressed
disappointment with high school graduates’ cognitive skill levels (Cunningham & Villaseñor,
2016).
Employers desire more than academic strengths, and they place a higher value on socio-
emotional and cognitive skills (Cunningham & Villaseñor, 2016). Studies of work-based
learning programs across the world suggest youth who participate in work-based learning
programs outside of the classroom are better prepared for work (Symonds et al., 2011). A survey
of high school graduates reported those who participated in work-based learning activities felt
better prepared for life and work after high school (Kenny et al., 2016). The high school
graduates noted feeling prepared academically and for the demands of work because of their
work-based learning activities. Work-based learning has the potential to help youth develop the
skills employers are looking for in their employees.
A survey of over 400 employers across the United States highlights how many employers
believe high school graduates fall short in areas deemed critical for success in the workforce
(Casner-Lotto, 2006). Casner-Lotto (2006) reported more than half of high school graduates are
11

deficient in skills employers ranked as most important for work. Without work-based learning
opportunities, employers may continue to find a pool of poorly skilled workforce candidates
(Casner-Lotto, 2006). An increase in activities to develop skills could minimize employers’
complaints about the need for employees with 21st-century skills (Symonds et al., 2011) and
motivate both youth and employers to participate in programming.
Expanding opportunities for work experience can help develop skills and serve as a
motivation for youth participation through incentives, connections to attentive individuals, and
opportunities to lead. Early work experience can increase a young person’s ability to obtain
employment and increase their future earning potential (Modestino, 2018). Business leaders have
been lobbying for a change that helps improve the education system and better prepare the future
workforce (Symonds et al., 2011). Some research argues the need to expand and fund
opportunities is greater today due to COVID-19 (Rothstein, 2013). Researchers asserted that
some students expand their networks, build meaningful relationships and continue developing
skills, while other students are impacted by their parents’ job loss, overcrowded homes, and
increased stress, in addition to limited access to schools and other stakeholders (Berger &
Waldfogel, 2011). Expanded opportunities and definitions of work-based learning could increase
the number of youth served and can impact entire communities (Sasser Modestino & Paulsen,
2018). Students who participate in programming are motivated to work, earn income, and give
back to their communities (Modestino, 2018). Work-based learning activities are not limited to
classrooms or employment; opportunities should include expanding how we define work-based
learning.
Research is helping to rethink work-based learning ideas and definitions through a variety
of strategies, frameworks, and theories. Providing learning in rich environments can be
12

transferred and places greater emphasis on problem solving. Additionally, providing
opportunities to learn in work environments will help participants develop skills that improve
their potential to succeed in other environments (Hung & Wong, 2000). By providing rich
learning environments, young people can engage and connect with others as a part of their
experience (Jarzabkowski, 2003). As young people connect with people outside of family and
connect the experiences in school, home, and community, they practice building relationships,
being in leadership, and applying learning in new settings.
Types of Work-Based Learning Opportunities
Research has argued that the United States is failing to prepare students for
postsecondary success; this includes college and career readiness (Hirsch, 2017; Symonds et al.,
2011; Venezia et al., n.d.). To prepare students for college and/or work, they need more
opportunities to develop a variety of skills, practice the skills, gain experience, and build social
networks (Hirsch, 2017). The Great Starts program applies a framework (Figure 1) that leverages
various work-based learning strategies to increase participants’ economic inclusion. The
framework builds on stages of work-based learning opportunities: exposure, engagement,
experience, and employment. Moving through these stages allows participants to engage at
different levels and builds on the approaches offered in this study’s conceptual framework
modeled after the ecology of human development. Table 1 compares the types of work-based
learning opportunities to literature and the ecology of human development. Great Starts offers or
partners with organizations that offer the work-based learning opportunities.

13

Figure 1
Bronfenbrenner’s Ecological Systems Theory

Note. From What is Bronfenbrenner’s Ecological Systems Theory? by The Psychology Notes
Headquarters, 2021. https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/

14

Table 1
Types of Work-Based Learning Opportunities
Great starts
framework
Literature Conceptual framework/
Bronfenbrenner 1979
Exposure

Afterschool
programs
Black male students were more likely to
consider a career an educator once exposed
to a Black educator (Goings & Bianco,
2016).

Students are unprepared for college because
they lacked understanding and awareness of
expectations. At the least, youth and their
parents should be informed of the
expectations (Nagaoka et al., 2015).

Afterschool programs promote skills that have
been identified as necessary for the
workforce (Afterschool Alliance, 2007)
Microsystem.
In the home setting young
people should hear family
members talking about
post-secondary success.
Youth should have the
opportunity to engage in
conversation.

Observational dyad takes
place when one person is
closely watching the
activity of another for a
sustained amount of time.
This meets minimum
conditions needed for
observational learning.
Engagement Research in collaboration with human resource
professionals posited that engagement with
professionals helps prepare youth for work.
Activities like mock interviews help youth
engage with other adults, increase learning
around interviews and needed skills for work
(Hirsch, 2017).

Engagement with career professionals helps
youth understand how their existing skills
meet desired qualifications and lets them
know what skills they need to develop
(Alexander & Hirsch, 2012).

Research suggested high-quality programs
provide clarity of roles for supervisors,
mentors, teachers and other supporting adults
(Federal Partners in Transition, n.d.).
Exosystem
Youth might not have
previous connections with
employers or work
expectations, so meeting
with professionals and
learning about the industry
can inform expectations
and better prepare them for
their transition into the
workforce.

Reciprocity: two-way
process that allows youth to
engage in activities that are
progressively more
complex
15

Great starts
framework
Literature Conceptual framework/
Bronfenbrenner 1979
Experience

Internships
CTE
Providing youth with experiences improves
soft skills, develops leadership and builds
community, by expanding employers and
agencies interaction with the broader
community (Federal Partners in Transition,
2015).

The ability to gain experience, helps youth
develop positive work habits and attitudes,
assess their interest abilities and strengths,
expand their professional network and be
better informed before making decisions
about careers and future jobs (Federal
Partners in Transition, 2015).

Access to the workplace is considered to be the
most important resource an employer can
contribute to the development of young
people (Schwartz, 2016)
Mesosystem: moving into
new settings, the impact of
one setting on the other.
Implications: learning from
exposure or engagement
process impact the
experience stage.

Balance of power, transfer of
power, increased
responsibility, coupled with
reciprocity fosters good
feelings between parties.

Primary Dyad: successful
when positive relationships
form and learning is
demonstrated even when
parties are separated.

Afterschool Programs
Afterschool programs help develop many of the skills employers say they want to see in
their employees. Participation in afterschool programs is reported to increase students’ skills,
school attendance, and engagement (Afterschool Alliance DC., 2007). Afterschool programs can
help expose youth to a different environment and setting. Schools and afterschool programs use
activities like workplace tours, guest speakers, and job shadowing (SFUSD, 2019) to provide
participants the opportunity to explore career pathways and work expectations. It fosters an
observational dyad, encouraging students to pay attention to an activity while being
acknowledged by the person being watched (Bronfenbrenner, 1979). Exposure provides the
16

opportunity to observe and learn, develop skills, context and understanding without the fear of
consequences for making mistakes.
Summer Jobs
Policymakers have leveraged summer jobs to help youth develop their skills, gain work
experience and explore diverse pathways for their future (Sasser Modestino & Paulsen, 2018).
This time-limited experience prepares youth for employment, allows them to practice skills,
moves from exposure to engagement and from observational dyad to reciprocity and joint
activity dyad. Engagement implies that youth are doing more than observing and are engaged in
the activity. Similarly, reciprocity suggests moving beyond one person watching another person
and encourages progressive engagement between the parties (Bronfenbrenner, 1979). If
successful summer jobs foster joint activity dyads, young people are doing something in
partnership with another person, engaging in different but complementary activities. The
research suggested this is a part of the developmental process and prepares the developing person
to transition from one setting to another. Activities in this stage combine skills development with
engagement with another person. In this area, youth participate in internships, lead activities, or
develop capstone projects (SFUSD, 2019) where they can show what they learned while working
in partnerships with others.
Pre-Apprenticeship/Apprenticeship
As youth move through the various projects and gain more autonomy, the balance of
power shifts, and they become more influential, and learning increases (Bronfenbrenner, 1979).
Based on the ecology of human development (Bronfenbrenner, 1979), the previous stages foster
learning and prepare youth to transition from one setting or environment to another. The shift to
more control and demonstrating learning, skills development, and preparation is demonstrated in
17

the evolution from engagement to experience development, hands-on experiences, and moving
through space as an employee in training instead of as an intern building skills. The Chicago
Apprentice Network (2017) touted apprenticeships as a playbook for professional jobs and to
gain experience while still learning. Similarly, findings in an analysis of apprenticeship programs
in the United States construction trade industry assert these programs’ importance in balancing
the labor market and offering alternatives to a college degree (Woods, n.d.). Daniel et al. (2019)
suggested apprentice programs can help fill underpopulated sectors and close skills gaps.
Additionally, Daniel et al. (2019) posited more research is needed on apprentice programs.
Human ecology of development (Bronfenbrenner, 1979) suggests optimal conditions for learning
occur in spaces where activities become more complex, and the developing person gains more
power. The shift from engagement to experience symbolizes the shift to more responsibility and
provides youth an opportunity to develop employer desired skills in a safe environment, where
they can still learn without fear of long-lasting consequences. Learning a new skill can serve as
motivation to learn and keep apprentices engaged and increase participant completion (Daniel et
al., 2019)
Vocational Education/Career Technical Education
In its prime vocational education was used to support students who were believed not
suited for college. Vocational classes, like auto mechanics or agriculture, were offered during the
school day (EdSource, 2005). Unfortunately, in the 1960s, school counselors would often make
determinations about which students should be on an academic track and apply to college, by
default encouraging others to take a vocational path (Rosenbaum et al., 2005). The name and
function of what was once vocational educational classes in the United States have changed and
continues to evolve since programming garnered government support in 1917. In the 1990s, a
18

shift from the narrow scope of jobs skills in vocational education gave birth to what is now
called CTE programs. These programs were created as a blend of academic knowledge with
occupational and technical knowledge (EdSource, 2005). The growth of the technology industry
and artificial intelligence requires CTE programs to adapt in order for youth to acquire the
academic, technical, and occupational knowledge for future employment (Rojewski & Hill,
2017).
Researchers have argued that not enough has been done to build out CTE programs in the
United States to create meaningful work-based learning opportunities (Symonds et al., 2011).
Many work-based learning opportunities help youth build out new skills and offer additional
benefits for participants and the community at large.
Benefits of Work-Based Learning Opportunities
Work-based learning opportunities provide hands-on experiences that help participants
prepare for the future of work. Hands-on experience develops understanding beyond what might
be read in a book (Leal, 2016). Work-based learning activities offer an opportunity to practice
skills and strengthen weak or develop missing skills (Ambrose et al., 2010). Through practice
and application, young people improve communication and interview skills by responding to
email, applying for jobs, or developing social media posts (Alexander & Hirsch, 2012). The
experience and opportunity to practice should include some level of challenge, coupled with the
right amount of support to achieve successful outcomes.
Participants of work-based learning opportunities report improvement in areas associated
with civic engagement and social skills (Modestino, 2018). Studies find that youth demonstrate a
decrease in criminal activity after participation in work-based learning programs (Modestino,
2018), compared to those who did not have access to programming (Heller, 2014; Sasser
19

Modestino & Paulsen, 2018). Work-based learning programs are considered to be solutions to
reducing youth violence (Heller, 2014). Similar behavior shifts include improved school
attendance, employment, and income gains (Modestino, 2018). The ability for youth to earn
income and participate in structured activities limits their idle time and the potential to
participate in negative activities (Heller, 2014).
In addition to the benefits for participants, work-based learning opportunities offer
employers the ability to recruit and develop a diverse pool of local talent for coveted internships
and future employment. Work-based learning activities can serve as feeder programs and
guidance for recruiting talent (Leal, 2016). Employers often serve as mentors for their young
employees and help them develop their professional identity, master skills, and accomplish goals
through their interaction and encouragement of the mentee (Direnzo et al., 2013). Research
suggested mentors and career counselors enhance how young people perceive their readiness for
work or college and thus inspires young people to challenge themselves and accept academic
challenges (Stipanovic et al., 2017). Career counselors, mentors, and work-based learning
opportunities have challenges with funding and implementation but have been shown to increase
academic achievement, career aspirations, and self-efficacy (DiRenzo et al., 2013; Stipanovic et
al., 2017).
Challenges Facing Work-Based Learning Opportunities
Limited resources make it difficult to build work-based learning opportunities into every
student’s experience (Symonds et al., 2011). Similarly, high-performing youth from low-income
households might be unable to work an unpaid internship and not participate in the prestigious
tech or research lab programs (Capek et al., 2017). All students stand to benefit from work-based
learning opportunities, regardless of their post-high school plans. Work-based learning
20

opportunities are important for skill development, regardless of whether students are going to
college, work, or vocational training programs. Challenges often center around limited
opportunities to gain work experience (Modestino, 2018). The onset of COVID-19 has expanded
the challenges facing youth and work-based learning opportunities. Where some efforts were
focused on encouraging all students to attend college, the shift to online learning for many
colleges caused some students to question re-enrolling for the upcoming semester (Simpson
Scarborough, 2020). With limited employment opportunities and a changing educational
landscape, work-based learning opportunities will become even more important to help young
people prepare for future work.
Educational institutions have been asked to do more to prepare young people for work
(Symonds et al., 2011). The increased use of distance learning intensifies accountability issues
associated with preparing young people for post-secondary success (Gloudemans Hahnel, 2020)
in work or school. Researchers posited that a responsible accountability system includes
meaningful learning, along with resources used wisely, with an equity lens (Darling-Hammond
& Snyder, 2015). Darling-Hammond and Snyder (2015) asserted that current strategies are
insufficient to help young people acquire the skills they need to succeed in the world. Given that
many of the jobs of the future do not yet exist, it can be a challenge to develop curriculum and
assessments (Rojewski & Hill, 2017). The future of work will be different from the work of
yesterday and even today. Research suggested most jobs of the future will require more than a
high school diploma; this compels educational systems to explore how to better prepare students
for the additional training or college needed to find meaningful employment (Gitterman et al.,
2015).
21

Other countries demonstrate successful integration of youth in their economies while
maintaining an overall strong economy (Schwartz, 2016). Industry leaders suggest a couple of
strategies to prepare youth for future work: learning today’s and tomorrow’s technology and
starting training earlier, before they attend college (Hernandez McGavin, 2020). Unfortunately,
teachers often have to make changes in curriculum and program development (Hernandez
McGavin, 2020). Preparing young people for work requires ensuring they develop skills
employers identified as necessary. Some studies acknowledge the skills employers prefer
(Cunningham & Villaseñor, 2016). Coupled with this recognition of desired skills is a call for
educational institutions to redesign curriculum: to build a strong collaboration with potential
employers, improve training and develop outreach practices (Pina et al., 2012). Furthermore,
researchers stress a need to assess student learning and use findings to improve opportunities for
youth to learn (Darling-Hammond & Snyder, 2015).
The research has proposed that optimal learning comes from being connected to
interactive opportunities and positively engaging with another person in the activity
(Bronfenbrenner, 1979). However, recent debates on learning often focus on obtaining
educational degrees and certificates versus acquiring skills and gaining knowledge (Gitterman et
al., 2015). One year after graduating high school, a group of youth report feeling equipped to
navigate post-high school challenges due to their high school and work-based learning
experiences (Kenny et al., 2016). Many of the skills the students identified directly correlate with
skills employers are looking for: work ethic, responsibility, social values, thinking, and life
skills. Table 2 connects employer preferred skills with literature and skills youth report
developing through work-based learning activities. Creating interactive activities and developing
innovative strategies for young people to participate and demonstrate learning can increase skills
22

development. Work-based learning opportunities can help motivate engagement and learning as
well as provide access to social protection through caring environments (United Nations, 2020).
With limited access to in-person learning, disparities in distance learning and fewer opportunities
for youth employment, it may be beneficial during the time of COVID-19 to provide work-based
learning opportunities.

23

Table 2
Literature Review of Skills
Employer preferred
skills
(Cunningham &
Villaseñor, 2016)
Skills classification
(Cunningham &
Villaseñor, 2016)
Skills youth report developing through high
school and work-based learning experiences
(Kenny et al., 2016)
Work ethic
Hard worker
Socio-emotional Increased workload and focus on completing
tasks
Prepared for harder work
Learn nothing comes easy you have to work
hard for everything you want
Hang on regardless of difficulty
Responsibility Socio-emotional Understanding consequences of choices
Completing tasks with less supervision and
guidance
Problem solving Higher-order
cognitive
Balancing school and work prepared for
independence and moving out of parent’s
home
Paying bills
Hands-on
experience
Technical Exposed to new things, never knew I would
like to do
The ability to be in community at a homeless
shelter helped see things in a different way.
Oral
communication
Higher-order
cognitive
Ability to talk with adults
Interact with people of different ages
Time management Higher-order
cognitive
You learn time management
Social values Socio-emotional Make decisions about what kind of people you
hang out with outside of work

City and state leaders struggle to find resources in their budgets to provide early work
experience for youth (Modestino, 2018). These data predate the COVID-19 pandemic. The
economic impact of COVID-19 makes funding summer programs and other work-based learning
24

programming difficult (CBS News, 2020). One could argue, partnerships between private-sector
and government agencies are focused on the reopening of the economy and less on creating a
clear understanding of the needs of the youth workforce. Summer youth employment programs
help with schooling outcomes (Modestino, 2018), and the Brookings Institution (2020) argued
that engaging and educating youth is critical to economic recovery efforts. Brookings asserted
the need for both private-sector and government agencies to center youth in the recovery or
suffer further equity gaps. Activities focused on reopening, employment, and work-based
learning should be aligned with the needs of potential employers (Gitterman et al., 2015).
Recommended Practices for Work-Based Learning Programs
Schools, employers, and training institutions should collaborate and work in partnership
to develop successful opportunities for youth (Pina et al., 2012). Partnerships can play an
important role in increasing opportunities and building strong work-based learning programs that
meet the needs of employers and youth. The disconnect between employers, educators, and
youth might be contributing to the skills deficit employers report in high school students
(Casner-Lotto, 2006; Cunningham & Villaseñor, 2016). Less than half of youth and employers
believe recent graduates are prepared to enter the workforce, while 72% of teachers think their
students are prepared for work (Tse et al., 2013). Many cities are partnering with employers in
the private sector to provide opportunities for youth to build their skills beyond the typical
experiences offered in schools and community centers (Modestino, 2018).
In addition to strengthening and expanding partnerships, efforts should cultivate and
work with new partners. The formation of new partnerships with employers in the private sector
can help expand the number of opportunities and diversity of experiences for youth (Modestino,
2018). Partnerships should develop comprehensive support systems that introduce youth to
25

caring adults, engaging learning environments, and active participation in professional
development sessions (Sanacore, 2017). It can be challenging for some companies to run
programs, but partnering with other businesses and employers provides support, curriculum,
training, and other resources (Spiker, 2019). Additionally, community partners can recruit,
prepare, and train workers as well as provide wrap-around services (Spiker, 2019). Scaling work-
based programming up requires alignment and partnerships (Spiker, 2019). Partnerships also
appear to be necessary for the COVID-19 economic recovery plan (Gates, 2020; Nicola et al.,
2020).
Additional recommendations are in response to COVID-19 and the projected impact on
youth unemployment and underemployment. Work-based learning opportunities should be
embedded in COVID-19 response from outreach and engagement to contract tracing and
research. The United Nations (2020) posited a need to promote youth employment and work
opportunities and encouraged adapting how students are educated and a commitment to ensuring
students are gaining skills and learning. A strategy that aligns with the key concepts in the
present study urges consulting with youth and engaging them in a meaningful way; youth should
be offered an opportunity to participate in the development of interventions and recovery
responses to COVID-19 (United Nations, 2020).
Considering the impact of COVID-19 on vulnerable populations, youth should be paid to
participate in work-based learning activities. Low-income and communities of color have higher
rates of unemployment and fewer opportunities to participate in work-based learning programs
(Symonds et al., 2011) and have been disproportionately impacted by COVID-19. Research
suggested that participants in work-based learning opportunities should receive incentives and be
paid to help meet family needs (United Nations, 2020). The factors that contribute to economic
26

and academic inequities are also contributing to the health disparities playing out nationally with
regards to COVID-19 (Jones, 2020). Nationally low-income and communities of color were hard
hit by COVID-19 (United Nations, 2020), and vulnerable populations can expect to experience
economic hardships. Many young people want to gain work experience, but they cannot afford to
volunteer (Capek et al., 2017). In one study, during an unpaid internship, over 80% of
participants needed to have another job to support themselves financially (Capek et al., 2017).
Work-based learning programs should provide resources and funding that meet the needs and
interests of the youth and include the larger ecological system of family, community, and
employers (Harris & Hastings, 2010).
Conceptual Framework
The ecology of human development theory, also referred to as Bronfenbrenner’s (1979)
ecological systems theory, offers a framework for work-based learning opportunities that allow
youth to build relationships and move from observation to participating in activities.
Bronfenbrenner’s ecological system explores human development as children move through
various ecosystems, from home to school to the larger community, and the impact that social and
cultural values have on the different environments. As young people move through the stages of
watching, being supported and engaged, and gaining increased responsibility, they develop and
gain skills that transfer from one setting to another. Employers desire higher-order cognitive
skills and socio-emotional development, using the ecological model could help youth learn the
desired skills and be able to apply those skills in multiple settings.
The nested approach of the ecological system is a good model for examining youth
development and builds on relationships between individual youth, families, community,
employers, and the motivating factors that encourage achievement. This study reimagines the
27

nested model with overlapping circles (Figure 2), representing how the different settings and
stakeholders connect to support youth on their journey. Bronfenbrenner (1979) posited that
observation and engagement in an activity with a caring individual are optimal conditions for
learning; applying this framework to work-based learning opportunities has the potential to
increase developing the skills identified by employers as desirable. Work-based learning
opportunities should connect the principles of the ecological theory: observational learning, joint
activity, reciprocity, increased/gradual transfer of power, and the ability to transfer learning to
other settings.

28

Figure 2
Conceptual Framework

Families, schools, and communities provide an opportunity for observational learning. A
teacher can share about the workplace and desired skills and might even be able to model socio-
emotional and cognitive skills, but schools should integrate education and practice into learning
(Pina et al., 2012). Similarly, parents and caregivers can support basic cognitive skills
development and formation at the appropriate age (Cunningham & Villaseñor, 2016). The
classroom should not be the only setting for learning, as it might limit students’ ability to
29

practice or participate in the activity. Research suggested that at some point, youth need hands-
on experience, training, and organized/structured opportunities to acquire new skills (Pina et al.,
2012). The teacher is a teacher and not an employer; thus, the motivation for the student to
continue the application of learning outside of the school setting might be minimal.
Bronfenbrenner (1979) implied the desire “to pursue and perfect the activity when the
participants are no longer together” might not exist (p. 57).
Studies suggest the development of desired employability skills evolve through cycles of
engagement among youth, families (Fox & Kaul, 2018), schools, and community (Alexander &
Hirsch, 2017), but integral to developing skills is the opportunity to learn in a workplace setting.
A review of the literature suggests a need to connect employers’ preferred skills with skills
classifications and skills youth report developing. Clarity on expectations can help educators and
communities better support youth and help youth understand how their skill development
matches employer needs. Similar to the ecological model, work-based learning opportunities
build on the learning and relationships that happen in previous stages, like basic cognitive and
socio-emotional skills through parents or communicating with people outside of your
microsystem. Post-secondary success has been linked to a young person’s comfort with talking
to people outside of their families and existing networks (Symonds et al., 2016). In addition to
the aforementioned skills, schools can support acquiring higher-order cognitive and initial
technical skills (Cunningham & Villaseñor, 2016) through interactive activities, opportunities for
youth to share their ideas and gain support and feedback.
Positive feedback and reciprocity can increase participants’ motivation and ultimately
encourage perseverance and deeper engagement (Bronfenbrenner, 1979). Opportunities to listen
and be heard can help increase self-awareness, leadership, communication, and other skills that
30

employers identified as desirable (Cunningham & Villaseñor, 2016). Youth should feel
connected to the work, teachers, and employers even when they are not together to demonstrate
the transference of learning. The gradual transfer of power to youth can provide opportunities to
serve as producers, learn from mentors and make real-world connections (Bandura, 2000;
Bandura & Smith, 2002).
Applying the ecological framework places the young person at the center of the system.
The success of a young person’s work-based learning experience is connected to the
microsystem of home and family; the mesosystem of new settings like school, social life, and
work (Bronfenbrenner, 1979); the exosystem of settings where a young person is not actively
involved but could impact them; and the macrosystem of the culture and ideology affecting the
various systems. A person’s development is connected to their environment and their
experiences: the activities and levels of engagement they have with others (Bronfenbrenner,
1979). The young person can be impacted by the activities they participate in, as well as
activities that occur in settings where they are not present (Bronfenbrenner, 1979). To better
support youth, work-based learning should explore the application of Bronfenbrenner’s
ecosystem model.
Microsystem
Youth gain meaningful learning experiences in a specific setting that become the
foundation of learning. Bronfenbrenner (1979) explored the suggestion that a parent’s
employment is one the most influential aspects in youth development. Similarly, research
suggested a parents’ motivational beliefs impact their involvement in their child’s education
(Hoover‐Dempsey et al., 2005). Certain settings have a powerful impact on youth development
and build on previous experiences and engagements.
31

Mesosystem
As youth move into new settings, the connection between these various microsystems
across settings form the mesosystem. Reciprocity develops among the youth, others, activities,
and the environment and develops the interconnectedness of settings and the larger surroundings.
The mesosystem explores the impact of systems, social networks, and families on a young
person’s achievement as they transition into new settings like school, community, social life, and
work. The acquisition of skills for youth is linked to how these microsystems form and connect
to other pieces in the puzzle of the developing person: youth. Teachers should build positive
relationships with students and develop interactive activities that foster socio-emotional, higher-
order cognitive, and technical skills (Cunningham & Villaseñor, 2016). This study sought to
explore if youth communicate a connection between home, school, community program, or
social network to their preparation for participating in their work-based learning environment.
Exosystem
Individuals are impacted by events that happen in settings where they are not active
participants (Bronfenbrenner, 1979). The choices made in the community, the value of youth, the
creation of jobs, and economic development impact a person’s ability to acquire new skills and
work. Similarly, youth are not expected to attend school board meetings, yet those policy
decisions impact their learning environment. Symonds et al. (2011) argued that the number of
forgotten youth, those unable to find work or complete college, will continue to grow if the
United States remains focused on educating young people in traditional schools and classrooms.
Moving beyond traditional classrooms could motivate young people and change long-term
outcomes (Sasser Modestino & Paulsen, 2018). The Great Starts program seeks to provide
participants an opportunity to develop new skills and build their social networks. This study
32

examined youth and community perspectives on environmental impacts. The study asked survey
respondents about interactions between youth, their coworkers, and peers to understand how
these views impact youth participation and employer engagement in future programs and provide
clarity on how decisions are made about organizational participation.
Macrosystem
While the research has found that many employers desire socio-emotional and higher-
order cognitive skills, those skills can look different depending on setting, culture, and subculture
(Bronfenbrenner, 1979). A review of organizations offering internships highlights the role of
mindsets and motivation, with many of the requirements asking youth to be highly motivated or
interested to participate in the program. This underscores how belief systems and ideology can
influence the macrosystem and potentially define the young person’s environment. The ability
for youth to experience and engage in a variety of settings offered through work-based learning
opportunities can help improve postsecondary success and minimize the shortcomings that
contribute to youth being unable to find a job or persist in college (Symonds et al., 2011).
Moreover, it can perpetuate income inequalities (Sasser Modestino & Paulsen, 2018). This study
analyzes policies and ideologies that inform the function of internships and how they compare to
the Great Starts.
Chronosystem
Youth were disengaged from the traditional learning system and denied access to
vocational or opportunities outside of their classroom before the pandemic, and COVID-19
further exacerbated this challenge. This study explored the impact of COVID-19 on
opportunities for youth in the Great Starts program.
33

The ecological framework highlights the need for youth to be the focus of attention of the
interconnected systems and for people in the various layers to be responsive in the interaction to
create opportunities for positive engagement that allows the young person to gain additional
duties, responsibilities and decision-making power (Bronfenbrenner, 1979). As an individual
moves from observer to active participant, their learning is increased, as are interest and
motivation. In this context, work-based learning offers an opportunity for youth and employers
to learn from each other and build meaningful relationships to improve the young person’s
employability. Connected to motivation are the achievement emotions, which can either activate
or deactivate engagement (Pekrun, 2017) for an employer, a parent, or a young person. Research
has found that parents’ motivational beliefs impact their involvement in their child’s education
and engagement in learning activities (Hoover‐Dempsey et al., 2005). The mindset of employers,
community, teachers, and administrators in schools and parents are interconnected and could
impact the success of work-based learning programs and youth. Additionally, environmental and
historical events like COVID-19 further complicate the ability to provide work-based learning
opportunities for youth.
Summary
Symonds et al. (2011) argued that the number of youth unable to find work or complete
college would continue to grow if the United States remains focused on educating young people
in traditional schools and classrooms. Similarly, employers could continue to express
disappointment with young people’s skills (Casner-Lotto, 2006). Participants in summer
programming reported increased skills development, from community engagement to job
readiness (Sasser Modestino & Paulsen, 2018). Failure to expand where and how these skills are
developed will mean young people continue to have difficulty finding a job or persisting in
34

college (Symonds et al., 2011) and perpetuate income inequalities (Sasser Modestino & Paulsen,
2018).
35

Chapter Three: Methodology
This study sought to understand the experiences of a work-based learning program
participants from diverse backgrounds and experiences. Through research, the study examined
perceptions about the benefits, challenges, and impact of the program on youth and community.
This chapter was organized into nine sections: introduction, research questions, overview
of design, research setting, the researcher, data sources, validity, ethics, and limitations and
delimitations.
Research Questions
The conceptual framework of Bronfenbrenner’s bioecological model was used to
examine the following questions:
1. How does the program foster reciprocal relationships between youth participants,
employers, and other stakeholders?
2. What impact does the participation of partners from law enforcement or tech industries
have on youth and community?
3. How has COVID-19 impacted the interaction and engagement of participants with
community and employers?
Overview of Design
The intent of this study was to expand on existing research on the impact of work-based
learning opportunities for youth. There is limited data on the youth and community perceptions
of successful programming. Special attention was given to youth from low-income and
communities of color, as well as employers and non-profit partners. Previous research focused
on student experience and represented a gap in community and youth perceptions on what makes
a program successful or challenging and the barriers to participation.
36

This study will utilize a mixed-methods approach to collect multiple forms of data
(Creswell & Creswell, 2018). Youth and community help shape the (Johnson & Christenen,
2014), which includes developing surveys, analyzing documents, and conducting interviews.
Using Bronfenbrenner’s (1979) model requires centering community voices; this strategy
supports hearing from multiple sources. Additionally, maximum variation sampling allows the
researcher to sample across diverse perspectives (Johnson & Christensen, 2014). A mixed-
methods approach utilizes multiple data collection methods, supports triangulation, and increases
the credibility of findings (Merriam & Tisdell, 2016). Merriam and Tisdell (2016) posited that
using a collaborative approach and multiple investigators builds in data comparison and cross-
checking.
The current study applied a mixed sampling design. Specifically, the study used nested
concurrent design, collecting quantitative and qualitative data during the same timeline. A
combination of critical-case, maximum variation, and convenience sampling allowed for
meaningful and impactful data collection. Maximum variation sampling provides opportunities
to engage diverse participants, representing a wide array of ideas and characteristics for the study
(Merriam & Tisdell, 2016). Critical-case sampling allows the study to justify a point (Johnson &
Christensen, 2014). In this case, the point was the impact internships/work-based learning
programming can have on youth. Furthermore, critical-case sampling can highlight how work-
based learning programs impact vulnerable populations, including youth from low-income
households and communities of color. Table 3 presents the data sources and the research
questions they helped address.
37

Table 3
Data Sources
Research questions Survey Interview Document
analysis
RQ1: How does the program foster
reciprocal relationships between youth
participants, employers, and other
stakeholders?
X
Interns/youth
X
Fellows
Employers
X
RQ2: What impact does participation of
partners from law enforcement or tech
industries have on youth and
community?
X
Interns/youth
X
Fellows
Employers
X
How has COVID-19 impacted the
interaction and engagement of
participants with community and
employers?
X
Interns/youth
X
Fellows
Employers

Research Setting
The study explored perceptions of youth participating in the Great Starts program. Great
Starts serves youth between the ages of 12 to 24. In the summer of 2019, the program served
1,505 participants and, in the summer of 2020, hosted 1,447 of them. An additional 80 young
people worked as fellows and senior fellows. Fellows and senior fellows are typically college
students. Fellows oversee and coordinate groups of participants placed in projects as interns, and
senior fellows support the fellows and provide technical assistance, program development, and
address discipline or behavior problems during the program. Great Starts reported participants in
their 2020 cohort represented racial diversity, as 24% of participants were Black/African
American, 35% were Asian/Chinese American, 1.5% identified as South Asian, 2.7% declined to
state, 6.6% were European American, 8.8% were Hispanic/Latino, 10% were Mexican/Mexican
American, .09% were Middle Eastern, 7.1% were multiracial/multiethnic, .01% were Native
38

American, and .04% identified as Pacific Islander. The Great Starts program’s framework
focuses on developing opportunities for all participants regardless of race, ethnicity,
socioeconomic status, school, or skill set to find economic self-sufficiency. Table 4 highlights
the stages of the framework and strategies to meet youth where they are in their journey. Great
Starts has a registration process, and as long as there is funding and/or placements to
accommodate participants, everyone is accepted. The automatic acceptance process provides an
opportunity to hear from youth from diverse backgrounds, experiences, and skillsets. The
Black/African American population in the study city is less than 6%, yet the Great Starts
program serves 24% Black/African American youth. This demonstrates an opportunity to engage
minority youth and center their voices when discussing disparities in work-based learning
opportunities.

Table 4
Great Starts Framework
Exposure Engagement Experience Employment Economic
inclusion
Helping youth
understand
what exists
through
tours and
site visits.
Youth attend
workshops, job
shadow and are
compensated
for their time.
Youth gain
experience
through
internships,
fellowships,
and other
opportunities.
Youth are hired
for short- or
long-term
employment,
maybe as
apprentices to
gain on-the-job
training.
Ability to work
and choose
where you work.
Earning an
income that
allows for
meeting basic
needs.

39

The target population for the interviews was a blend of fellows and employers.
Additionally, participants should represent diverse neighborhoods, schools, races/ethnicities, and
socioeconomic backgrounds. The present study sought to center the voice of youth and
community in defining successful programming. In addition to addressing the challenges of
work-based learning activities, the COVID-19 crisis provides an opportunity to define the
exacerbated problems impacting youth and support change (Merriam & Tisdell, 2016) for
vulnerable populations.
The Researcher
My role as the director of the program providing the work-based learning opportunities
could have affected how questions are answered, based on the perceived and real power I hold
relevant to structure, access and funding. I have years of implementing, developing, and
overseeing work-based learning programs and, in my youth, participated in similar programs. As
a person of color, with decent grades in high school, from a middle-class background, I
understand how those with limited social networks have a greater need to build networks, earn
money and develop skills. These populations are often locked out of opportunities because of
their skillset, grades, or attitude, much of which was formed by their lived experiences and lack
of resources and support.
There were opportunities for anonymous feedback so that participants and other partners
would not be afraid to be honest. Additionally, many of the questions were open-ended to
suspend positionality. To minimize potential bias, I asked some survey and interview participants
to review data and share feedback on its interpretation.

40

Data Sources
The research design for this study is a mixed-methods convergent design. According to
Merriam and Tisdell (2016), this design collects qualitative and quantitative data, for the most
part at the same time. Qualitative data were gathered through individual interviews. I developed
a survey to collect quantitative responses and qualitative data (through open-ended questions).I
also reviewed documents highlighting program progress, participants’ engagement, employer
recruitment, various outreach efforts, and informational materials. The data collection occurred
during the same time period. Interview requests and survey links were released at the same time,
and survey responses were returned before the first interview took place. Review of documents
also occurred during the same period.
Survey
I distributed a survey to a select group of participants over the age of 18 from the summer
2020 cohort. There were 1,447 registered participants in the 2020 cohort, and 343 were over the
age of 18. The participants represent diverse races, ethnicities, neighborhoods, socioeconomic
groups, and neighborhoods. Less than 20% of the participants were expected to respond to the
survey, with a goal of a minimum of 68 respondents. The survey provided, as Merriam and
Tisdell (2016) reported, an opportunity to collect general information and the ability to explore
differences in responses based on race, economic status, experience, age and neighborhood.
Interviews
Interviews were conducted with a maximum variation sample of a combination 6 fellows
and senior fellows and a sample of 4 employers from the law enforcement and tech industries.
Interview participants represented different backgrounds and experiences. The interviews
provided an opportunity to capture the interviewees’ perspectives (Patton, 2002) regarding the
41

program and its impact on participants. I interviewed the employers, and an independent
investigator interviewed the fellows and senior fellows.
Document Analysis
I reviewed several documents connected to the Great Starts program. The documents
were a 2019 summary report, program brochures, and survey responses from employers and
organizations participating in the program. For comparison, I also reviewed documents related to
the local school district work-based learning activities, corporate and community-based
programs offering internships or work-based learning activities.
Participants
Participants in this study were youth who registered for the Great Starts program, college
fellows who mentor the youth, coordinate and support the program, and employers and partners
from government, corporate, nonprofit, and community-based organizations. This study used a
maximum variation approach. The targeted number of participants for surveys was over 68,
while. Survey participants were recruited through the program, as the survey was emailed to all
participants over 18 in the 2020 summer cohort. Additionally, as community centers reopen, hard
copies of the survey were available at those sites. A select group of fellows and senior fellows
were invited to participate in interviews, while reports data and other documents regarding the
school district, local programs, and the Great Starts websites were analyzed.
Participants were selected from the list of youth, employer, and community participants.
Document analysis helps to identify variations in program offerings from the selection process to
the impact of COVID-19 on the availability of work-based learning opportunities in light of the
pandemic, as demonstrated in Table 5.

42

Table 5
Variations in Work-Based Learning Opportunities and the Impact of COVID-19 on Offerings
Select
organizations
Selection process Summer 2019 Summer 2020
Organization 1:
Local Model
School
District
Be a student in the school
district.
Do one of these three items:
Take a city college course
Participate in a weekly
seminar
Credit recovery course.
In-person placement
20 hours per week,
$16.50/hour
6-weeks
250+ Slots
Cancelled due
to COVID-19
Organization 2:
Regional
Model
Research Lab
Be in high school in the
2020–2021
Completed at least one
Advanced Placement, or
equivalent, science course.
Students must behave and
dress appropriately for a
professional environment.
Have relevant lab experience.
Pay $2,500 fee (scholarships
available)
In-person placements
7-week internship
(mandated participation)
30–40 hours week
20 Slots

Cancelled due
to COVID-19
Organization 3:
Local Model
Museum
Submit a resume
Respond in writing to three
questions (150 words or
less per response)
Current student in a post-
secondary school, graduate
school, or a recent
graduate.
In-person placements
9-week internship
Paid internship
$19/hour, 28 hours a week
6 Slots
Organization
closed during
the shelter in
place
43

Select
organizations
Selection process Summer 2019 Summer 2020
Organization 4:
National
Model Tech
company
Be a current high school
senior
Intend to be enrolled as a
full-time student in a 4-year
BA/BS program in the US
(excluding territories) or
Canada

Daily developmental
sessions to Opportunities
to interact directly with
tech engineers
10:1 student-to-teacher
ratio
Commuter students will
receive a travel stipend
Dorm students will have
their housing,
transportation, and meals
covered for the duration
of the program
Two weekend activities
planned at no extra cost
100+ slots
Cancelled Due
to COVID-19

Host online
workshops
Organization 5:
National
Model
Nonprofit
Commitment to the program
Highly motivated
18–24 years old
Yearlong program
Earn a weekly stipend
($250)
Weekly workshops for 6
months
Placed at company for
internship last 6 months
40+ slots
Virtual
Organization 6:
Regional
Model
Nonprofit/
Community-
Based
Organization
Commit to complete program
Respond to essay questions
Black males
9th–11th graders
In-person program
15-month commitment (1–
3 days a week)
Train and mentoring for
Black male youth in
technology
Develop skills to
transform lives and
communities
80 in immersion program
(vs. one day workshops)
Virtual

44

Instrumentation
The youth survey was adapted from a 360-degree employee evaluation deployed in
SurveyMonkey. The original survey was adapted from an online job satisfaction survey offered
by SurveyMonkey and had over 53 questions. The adapted youth survey (Appendix A) was
modified and created on SurveyMonkey and had 16 questions, with a perfect survey intelligence
rating, a projected 91% completion rate, and was projected to take 2 minutes to complete. To
ensure respondents understood the questions (Robinson & Leonard, 2019), the questions were
rewritten and worded in a way that would be clear and make sense to the people completing the
survey. After a review of existing surveys and research as suggested by Robinson and Leonard
(2019), a survey was constructed that could offer additional or new information on a topic that
has been previously researched. Similarly, the Qualtrics review of the amended survey rated the
overall score as great, the projected time to complete as 5 minutes, and there are 20 questions in
the final survey. The employer survey (Appendix B) used the template from the youth survey,
added and removed a few questions, but kept many of the questions to compare youth perception
to that of employers.
The interviews used a combined strategy (Patton, 2002) using an interview guide with
informal conversation. The combined strategy mirrors a semi-structured approach. Researchers
suggest a semi-structured approach blends levels of structured interview questions, provides
flexibility, is guided by a list of questions, requiring some distinct data from all respondents
(Merriam & Tisdell, 2016). Working with youth and young adults from different backgrounds,
neighborhoods, socioeconomic and race/ethnicities requires a level of flexibility afforded
through the semi-structured process. The majority of interviews used computer-mediated
communication (CMC) for online interviews. Due to the shelter in place order and the COVID-
45

19 pandemic, it was challenging to conduct interviews in person. The built-in recording feature
in many CMC programs simplifies the process to record and, in many ways, has normalized
online engagement, making it less awkward to conduct the interview virtually. To alleviate
concerns raised by researchers of the potential for confidentiality to be compromised (Merriam
& Tisdell, 2016), participants should have clarity and agree to how the recordings will be used
and where they will be stored.
Interviews were coordinated to accommodate the fellows’ schedule, and they were
invited to participate in individual interviews one person at a time, as opposed to a group setting
(Merriam & Tisdell, 2016). Although group interviews could help, as Krueger and Casey (2009)
noted, to spark conversation, as the group begins to feed off one another’s responses, this study
worked with individuals to provide more time for each person to speak. The conversations
allowed for comparison from the fellows, given they have different work experience
backgrounds, which some researchers find to be a beneficial practice (Krueger & Casey, 2009).
Interviews with diverse groups provide, as Patton (2002) suggested, insight into the perspective
of the participants.
The interview guide questions connect to feelings, experiences, behaviors, and opinions.
The question types were meant to respond to the research questions and address the conceptual
framework.
Data Collection Procedures
An email was crafted for the youth participants. The email invited them to complete the
survey via the survey link and explained the survey would help understand perceptions on the
impact of the program. The survey was administered over the course of several weeks (Robinson
& Leonard, 2019) via an online form, an electronic version via email, and dropped off at homes
46

(when requested) for youth with limited access to the internet. Initially, the multiple mode
strategy planned to include digital access via email or cell phone and in person. However,
COVID-19 shifted the focus away from in-person distribution. For participants with limited
WIFI or access to tech devices, hard copies were available at local community centers, as these
centers serving vulnerable populations opened up as community learning hubs. Participants had
the opportunity to complete the survey via an email link, on their phones, or on tablets/computers
provided at the program office or local community centers.
Robinson and Leonard (2019) suggested surveys require strong questions to yield a
successful data collection. The use of a multiple mode strategy to administer the surveys
increases the likelihood the survey will reach the respondents and be completed (Robinson &
Leonard, 2019). Similarly, adapting an existing survey provides the researcher the ability to
modify the survey and create culturally competent questions that can be more accessible to the
targeted population.
Data Analysis
Survey
The survey questions collected responses that addressed both the research questions and
conceptual framework. Although the survey questions addressed key concepts from the
framework, interviews and document analysis were used to gather additional data on family
engagement and/or community partners. To better address the research questions, community
stakeholders were also asked to complete a survey. Analysis of responses to the survey can be
helpful in assessing what respondents believe to be the benefits, challenges, and successes of
work-based learning opportunities and how it connects to the Bronfenbrenner (1979) model.
47

Frequencies were calculated. For stakeholder groups of fewer than 20, the percentage of
stakeholders who strongly agreed or agreed was presented in relation to those who strongly
disagreed or disagreed. For larger stakeholder groups, means and standards deviation were
presented to identify average levels of responses. Descriptive statistical analysis was conducted
once all survey results are submitted. Qualitative coding was utilized for open-ended questions.
Interviews
For interviews, data analysis began during data collection. Analytic memos were written
after each interview and each observation. I documented thoughts, concerns, and initial
conclusions about the data in relation to the conceptual framework and research questions. Once
I left the field, interviews were transcribed and coded. In the first phase of analysis, open coding
was utilized and looked at empirical and a priori codes that were aggregated into analytic/axial
codes. The third phase of data analysis included the identification of pattern codes and themes
that emerge in relation to the conceptual framework and study questions.
Fellows and senior fellows were interviewed individually, while employers were
interviewed individually. The interview guide allows for some level of standardization across
interviews. Responses were recorded and reviewed for data analysis. Participants were asked to
respond to questions that reflected their perceptions on the benefit and impact of the program on
others and questions on engagement, preparation, what makes the program successful, and what
could be improved. Responses were compared to the research questions and conceptual
framework for language, sentiments, and description of experiences. The comparison has the
potential to align experiences with the concepts of the study and define alignment and connection
for findings.
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Document Analysis
Documents were analyzed using qualitative coding methods. A rubric was developed and
used specifically for the review of work-based learning programs. Additionally, documents from
the Great Starts program were reviewed. Documents helped to provide triangulation and allowed
for comparison between surveys, interviews and written content. The review of documents
provided context and understanding for how the program presents.
Validity and Reliability
Merriam and Tisdell (2016) highlighted the challenges researchers face in producing
knowledge that is valid and reliable and investigated in an ethical manner. Addressing concerns
about validity and reliability should be intentional with a focus on why and how data are
collected, analyzed, interpreted, and shared. To increase validity, this study used respondent
validation, providing opportunities for some of the interviewees to share feedback and input on
the initial findings (Merriam & Tisdell, 2016).
To ensure trustworthiness, the study used triangulation to maximize credibility, using
multiple methods such as interviews, surveys, and different perspectives, as well as multiple
sources, connecting with employers, youth participants, and community partners. Triangulation
helps confirm emergent ideas from the study (Merriam & Tisdell, 2016). The use of multiple
methods for collecting data allows the data to cross-checked and compare perspectives and from
different people, survey responses, and documents related to the program, and helps relieve
concerns that the study is limited to one source or viewpoint (Merriam & Tisdell, 2016).
In addition to multiple methods of collecting data, this study collected data from multiple
sources. The survey was distributed to hundreds of youth representing a diversity of races,
neighborhoods, and socioeconomic backgrounds. Recruitment for surveys was a semi-
49

convenience model, as the respondents were accessible because of their participation in the
program. Utilizing the critical-case and maximum variation approach along with convenience
sampling enhanced transferability and reliability. Using convenience sampling for the initial data
collection regarding age, grade, and race/ethnicity and using critical-case and maximum
variation for additional surveys and interviews supported triangulation. Similarly, maximum
variation sampling was used to select fellows and senior fellows for interviews to record
diversity and note themes that might be common across the diverse participants (Merriam &
Tisdell, 2016). Engaging a variety of participants increases the possibility of more readers
relating to the study’s findings.
Ultimately, the purpose of the study was to provide findings to answer the research
questions. The process to answer research questions involves collecting and analyzing data and
bring meaning to the data (Merriam & Tisdell, 2016). The process begins with connecting data to
the study’s research questions. The triangulation method allowed surveys, interviews, and
document analysis to inform findings to research questions and increase confidence by looking
for variation. Similarly, as previously mentioned, the maximum variation sampling could
identify alternative viewpoints versus only looking for perspectives that support the study’s
initial findings.
Ethics
Participants in the study were notified that their surveys are helping to evaluate, assess
and inform future iterations of the Great Starts program. Employers, adult allies, and program
partners received consent forms. Program participants’ names are included in the registration and
in some of the surveys, but the data are not shared in reports. The survey link was emailed to
participants and, based on Glesne’s (1999) recommendation, clearly stated they had a choice in
50

participating in surveys and could withdraw at any time without penalty. Anonymity helps with
some responses, as sometimes employers and program partners are concerned about how their
honesty, if negative, will impact the relationship. The surveys were shared as part of the
institutional review board (IRB proposal. Prior to contact with study participants, the study was
submitted for review and approval by the IRB at the University of Southern California.
Following the guidelines set forth by the IRB, the study was developed to protect the
participants’ rights, welfare, and safety. The language for the consent form identified how the
information would be used to ensure no harm comes to youth or community partners for their
honest responses or comments.
51

Chapter Four: Findings
This section explores information collected through a series of interviews and surveys.
Responses were reviewed with the research questions and the theoretical framework in mind.
Common themes that emerged focused on relationships, skill development, program culture, and
ecosystem.
Survey Participants
The Great Starts program staff emailed the survey to 419 individuals: 73 fellows and 346
interns/program participants over the age of 18. A total of 182 participants (43%) completed the
survey. Nearly 30% of the total program participants were 18 and older (Figure 3). Eighteen- and
19-year-old youth represent the majority of participants aged 18 and older. The survey
respondents also represent diverse racial and ethnic groups (Figure 4).

Figure 3
Participants by Age

52

Figure 4
Race/Ethnicity of Participants 18 and Over

Interview Participants: Fellows
In the summer of 2020, there were 73 fellows in the program. Fellows who supported
youth participating in technology, real estate, criminal justice, and law enforcement cohorts were
sent an email inviting them to participate in the interviews. Six fellows responded and were
interviewed by an independent investigator. Four of the six worked in the program previously,
while two were new to the program. Three had recently graduated from college, and the
remaining are currently in college. For the purpose of this study, the fellows are referred to by a
pseudonym. Table 6 outlines the fellow interview participants.
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Table 6
Fellow Interview Participants
Fellow Race/Ethnicity Gender Education Cohort Program
engagement
Timothy African American Male Junior in
college
Technology Returning
Thelma African American Female Senior in
college
Technology Returning
Roger African American Male Recent college
graduate
Real Estate Returning
Paula African American Female Second year
Law student
Criminal
Justice
New
Susana Latina Female Recent college
graduate
Law
Enforcement
New
Thomas Asian Male Recent college
graduate
Technology Returning

Note. Names of fellows are pseudonyms.

Interview Participants: Program Partners
Seven program partners, employers/host sites, were invited to participate in the
interviews. I emailed program partners from the law enforcement and technology cohorts. Four
responded and agreed to be interviewed. The following are brief backgrounds on the program
partner participants.
Law Enforcement Program Partner One: Shawna
Shawna is an African American female between the ages of 25 and 35. She currently
works in law enforcement. She has been in the field for over a year. She is completing her
bachelor’s degree at a state school in the study city. She helped develop the Great Starts law
enforcement modules in the pilot phase. Her work as a fellow and building out the law
enforcement module drew her to the field as a career.
54

Law Enforcement Program Partner Two: Sarah
Sarah is an African American female between the ages of 35 and 45. She currently works
in law enforcement. She recently changed roles and areas within law enforcement. She has
supported community and youth programs like Great Starts throughout her career.
Tech Program Partner: Tonia
Tonia is a White female between the ages of 25 and 34. She reached out on behalf of her
company to participate in the program. She was in charge of developing the company’s social
impact work. Although Tech Program Partner recently left the organization, she continues to
connect and support Great Starts with the tech company.
Tech and Finance Program Partner: Felecia
Felicia is a White female between the ages of 30 and 40. Although the company
participated in the program the previous summer, this was Tech and Finance Program Partner’s
first time working with Great Starts. The company has a robust college internship program, but
the inclusion of high school students and the collaboration with Great Starts is new.
Research Question 1: What Impact Does Participation of Partners From Law Enforcement
or Tech Industries Have on Youth and Community?
In addition to building networks and meaningful relationships, the review of feedback
indicates there are opportunities for learning for interns, program partners, and fellows. The
majority of survey respondents (93%) reported the program helps youth develop their skills
(Figure 5). Due to the pandemic and economic shortfalls, participants received smaller stipends
but still participated and engaged in the program. Over 80% of survey respondents selected
youth want to gain work experience as a part of the program compared to 64% identifying youth
55

were interested in making money as a goal of participation (Figure 6). The interns’ participation
with smaller payment amounts suggests they are not in it just for the money.

Figure 5
Survey Responses on How Program Helps Youth Develop Skills

56

Figure 6
Survey Responses on Goals of Youth

Some fellows believe youth are more interested in making money, but the findings offer a
new insight into their motivation. Paula suggested some might not just want the money but need
the money:
Not every kid can go off and do that [work for free/unpaid internship]. Some kids need to
help pay a few bills around the house and prioritize helping their family versus doing a
fun internship that may help in the long run, but not today, because it’s unpaid.
Similarly, Timothy highlighted the benefits of paid internships, “[Youth] had an opportunity to
not only get paid to learn, but how to build up the skills, they’re actually gaining experience and
getting paid for it.”
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Helping Participants Develop Beneficial and Transferable Skills
Participation in the program appears to help youth develop skills desired by employers.
Participants describe how they developed their communication and presentation skills. Fellows
and interns explain how interns improved their ability to work in teams, boost their confidence
and impact their mindset. In addition to general skills like time management and accounting,
participants recognized the benefits of learning specific skills like photography, coding and
creating social media content. In general participants believe the skills they learned will help
them in future endeavors.
The skills are useful for life and work, helping youth feel more confident and
comfortable talking with their peers and employers as well as other skills needed for school or
work. Many of the survey responses and interviews describe activities where youth developed
their communication and presentation skills. As previously mentioned, nearly all interns reported
that Great Starts helps youth develop their skills. One intern shared an example of how working
on projects helped interns develop skills and increase their patience: “It taught me logistics can
take a lot of time to figure out, especially dealing with a lot of numbers. It also taught me to be
more patient.” Another intern shared the impact of group work: “The internship influenced me
by gaining experience on how to create team projects and collaborate with fellow interns on
those projects. I think the internship improved my teamwork and people skills.” In the survey,
many interns described gaining people skills or gaining transferable skills that will help them in
the future, as well as help them build resilience and the ability to persevere. One intern
commented, “This internship has given me the opportunity to learn new skills. It was challenging
at times, but this experience taught me that perseverance is key to success.” Other interns
focused on being better prepared for the future. One stated, “I had the opportunity to build useful
58

skills for future positions,” while another noted, “It gave me the skills I didn’t know I needed to
further my career goals.”
The fellows also identified skills their interns developed, which included public speaking,
communication, and group work. Paula shared examples of how youth in her cohort participated
in written communication and collaborative work:
We do a lot of critical writing. So, they really had to get up their comprehension skills
because they do have to read little cases. And they’re really getting a lot better at the
persuasive arguments. Working in a group because, typically, if they have to do group
work, it’s just a case work. It’s not just one lawyer. It’s a group of people.
Law enforcement partners highlighted the opportunities for interns to practice public
speaking. Sarah was proud of the mock trials and debates that interns were able to participate in
and highlighted what she saw as benefits for the youth: “They did learn how to debate, they did
get to talk to some command staff.” Sarah listed the debates and mock trials as activities that
build skills and provide opportunities for the participants to engage with their peers,
professionals from the legal field, and former program participants. Sarah described the need for
practice and application: “It’s a whole combination [of activities], you have to have them apply
what they’re learning” she went on to explain how she connected writing and public speaking,
“through a writing exercise [I’d tell the intern] I want you to give me a sample of your opening
statement, and you need to outline your point” and then she would ask them to read their
statement, to practice speaking in front of the group. All of the cohorts discussed some level of
public speaking connected to their final presentation, required as a part of Great Starts, but the
intentionality of the mock trials and public speaking embedded in the program was specific to
the law enforcement cohort.
59

Beyond public speaking, group work, writing, and more traditional skill sets, program
partners’ comments posit interns had the opportunity to develop soft skills and other life skills in
non-traditional ways. Tonia noted, “Again, those are kind of the intangible things that you don’t
really learn in schools, so to have a program like Great Starts help with those kind of life hacks
and learnings, I think that’s super, super valuable.” Tonia explained how she thought the purpose
of the program was to do more than provide traditional skills. She thought youth were there to
learn, “How to practice or how to start conversations. That was the whole point of the program,
to get students out of their comfort zone.” Tonia was encouraging youth to think out of the box,
something associated with the tech industry. Meanwhile, Shawna thought learning should not be
limited to the interns. She asserts employers have the opportunity to learn more about people and
personalities. She encourages people to take the time to learn more about the interns: “Like a real
learning, for a couple of weeks because depending on what communities you’ll be hitting
[working in] you have to know those different personalities.”
The Great Starts program hosts numerous cohorts of youth across industries. Based on
the 2019 Great Starts summer report and assignment sheets, the tech cohort usually has double
the amount of youth as the law enforcement cohorts. The 2020 Draft report and assignment
sheets indicate an expansion of partnerships in law enforcement increased the number of cohorts
and participants working with law comparable to the tech cohorts. Countless articles and news
stories chronicle how both industries are plagued by controversy in the study city and nationally.
Tech program partners view the program as a strategy to build relationships in diverse
communities. The list of participants in the program suggests the virtual platform helped increase
the number of engagements with tech companies for youth.
60

As previously mentioned, the engagement opportunities also increased with law
enforcement, as more youth connected with professionals in law enforcement. However, the
ability to build relationships and strengthen engagement, learning environments, and preparation
would be tested in the new format, specifically for law enforcement, where both Shawna and
Sarah expressed challenges with the online structure. Sarah said, “I don’t think we were that
prepared because we didn’t know, initially, how to adapt the summer program to the Zoom
format because a lot of the program that we did was interactive, it’s face-to-face.” Shawna also
expressed challenges with virtual and felt the program would have been different offline: “Now
if we were in person, it probably would have been a lot different, because they would have been
engaging with officers, a lot more.” In addition to engaging with more officers, Shawna felt not
coming to the headquarters meant participants did not experience what it’s like to enter the
building or see all personnel, not be limited to who was selected to be on Zoom. Shawna outlined
what she thought was lost:
They’re only seeing the ones [staff] that we pick to speak with them about a specific
topic. So, they didn’t really get the full experience, like when they go to headquarters,
they have to go through a metal detector, they didn’t have to go through half the stuff
they went through [in previous years] or like, you know, experience what it is like to be
monitored throughout the building like when they have to go to the bathroom or
understand how limiting it is when they want to go to these places, but can’t because you
can’t roam around those buildings.
Law enforcement partners valued the in-person program for a variety of reasons, including the
ability for interactive face-to-face activities, as well as the ability for youth to experience the
space and connect with people beyond the ones assigned to participate on the virtual platform.
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The participation of law enforcement and tech companies has the potential to increase
representation in the respective fields. Both tech partners expressed a value in working with
Great Starts. Tonia talked about how they explained the program to employees, “The work that
Great Starts is doing is important and why [organization] is involved, what [the organization’s]
goals are around helping students see themselves as potential, students of the industry or you
know professional tech workers.” Felicia spelled out how the program helps with recruiting and
building a pipeline:
One of the benefits to [our organization] from this program is we get introduced to young
talent. We get to tell them about what we do, and we can hopefully interest them in
working for us when they’re done with college, and also [the organization] has a really
robust college internship program, so one student that was in our program, we
encouraged him to apply to the college internship. It benefits us in that way too, and also
in building a possible pipeline of future talent and diverse talent, too, because that’s one
of the goals for the organization, to represent more different people.
Participation in programs like Great Starts can help youth build social capital, support
networks, and relationships. Participation of businesses and organizations can demonstrate how
leadership values diverse communities, and it has the potential to foster culture change in
organizations, which can be difficult and requires participation and commitment at all levels. The
program provides and makes space for youth from different backgrounds and experiences to
spend time together and build relationships with people they do not know. Great Starts’ reports
and website data suggest the program serves youth from low-income and communities of color,
with opportunities to help youth build social capital and develop relationships that help them
with future career opportunities. The Great Starts framework outlines an effort to connect youth
62

and businesses that might not normally connect with each other. Tonia welcomed the exchange
between diverse groups: “As uncomfortable as it might be for certain students, but keep exposing
them to situations where they are meeting new people. I think that would actually serve them
quite well.” The exchange could benefit youth and employers, providing an opportunity to grow
and expand understanding, knowledge, and experience.
Interns develop skills and build networks that have the potential to benefit them beyond
the immediate engagement. Youth gain skills that have been identified as needed for school and
work (Alexander & Hirsch, 2012; Hirsch, 2017; Symonds et al, 2012). These transferable skills
coupled with the network or support helps prepare youth for their future. Studies suggest
building a network of supporters who serve as mentors increases success in work and academic
endeavors (Beegle, 2003; Kenny et al., 2016; DiRenzo et al., 2013).
Participants Identify What Is Needed for Future Success and Advocate for Themselves and
Others
The participants noted the challenges with the program and made suggestion for future
success. Interns, fellows and program partners made suggestions for improvement, and the
interns made recommendations on how to better prepare for the program as well as future
opportunities. Survey analysis suggests there was a shift in roles, as youth were requesting more
engagement and interaction. More than 50% of all survey respondents, across industries,
indicated some form of engagement or interaction would be helpful. Many of the survey
respondents made a note of the desire for the program to be in person with comments like, “Just
hope next placement will not be virtual” and “It [internship] was overall great, and I only would
change that it was done over Zoom.” In addition, there were comments about how the program
was not the same. One respondent reported, “It’s just not the same from in-person.” Another one
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of the survey respondents implied it is important to also be in the buildings to physically be in
spaces with law enforcement, suggesting participants lost the ability to build empathy for those
in law enforcement: “In 2019 we were in the [law enforcement] building, and I had a different
perspective of what they go through. In 2020, while the protests were going on, it wasn’t the
same experience.” In addition to requesting in-person engagement, youth were able to identify
what could improve participation for interns in the future.
Participants’ identification of strategies to improve their experience represents
development and demonstrates how they connect their current role in the program to what they
need for their next experience. When asked what could be done to help better prepare
participants for internships, survey respondents shared similar ideas around workshops or
opportunities to learn more about the internship, the program, and expectations of the program
and placement site. Some of the responses were
• Conduct workshops before placement to sites.
• Having workplace workshops.
• Readiness workshops prior to their placement to internships.
• Enable youth by providing better knowledge of resources.
• Emails about how the program will work should be sent a couple days before the actual
first day of the internship.
• I think there should be a briefing on how to apply for internships and what to expect.
• I would suggest ensuring every intern has a clear understanding of the expectations set
for them in the internship orientation.
In addition to workshops and clarity on placements, interns suggested “smaller groups,” “more
hands-on experience,” “let them know the supplies needed,” “maybe extra support with certain
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projects” and “more group activities to learn as a team.” The interns’ comments indicate a desire
to increase preparation, understanding, and motivation, as demonstrated in one respondent’s
comments “Have youths talk to people who have experience within the field of internships they
want, with feedback and advice from people in the field, they will be more excited and know
what to look forward to in the internship,” this preparation impacts more than just the interns.
Fellows described the impact interns could have on community, placement sites, and the
people with whom they work. Susana described how the opportunity to meet with police was
timely
Just because everything was really picking up during summer and the protesting
[happening in the study city], I feel like [interns] were really willing to learn at the time,
and they were really interested, especially with police and what was happening.
The ecological transition impacts the community and creates a shift in roles and settings.
Although virtual, youth and law enforcement partners had a new interaction with each other, the
how and where changed, the way they came together changed. Youth began to advocate for
themselves and acknowledge the gains for them as individuals. One intern asked for “More
hands-on support,” and someone asked that the internship “provide emotional [support] being
mentally healthy can contribute to youths staying engaged and motivated to continue their work
and their goals.” By the end of the summer, participants were able to identify what they needed
to be successful and feel like a valued member of the team.
Law enforcement partners called the relationships between youth and police a new type
of relationship. Findings suggest the law enforcement partners saw the role of youth differently.
The interns were now working and getting paid to connect with the police, and that changed the
dynamic. Sarah said, “They [interns] could change the relationship between youth and the police
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department and then they got paid, which I think, gave them a sense of responsibility and feeling
like they were being paid for [their contributions].”
Across the board, stakeholders acknowledge the immediate benefits of participation in
the program and note what could be helpful in the future. The law enforcement partners,
suggested participation could improve community relations. Similarly, tech companies could
improve their interaction with community and build a career pipeline. Interns and fellows,
identified the gaps and made recommendations to improve future engagement with Great Starts
and other learning and work-based opportunities.
Youth Leadership Is Supported, Promoted and Encouraged
Interns were encouraged and expected to lead activities, make decisions about projects
and share their thoughts and ideas. Youth working in the law enforcement cohorts led
conversations, designed, and organized presentations and projects based on their interactions
with their peers, greater community and law enforcement partners. The ability for interns to
develop connections and build strong relationships is relevant to their development and critical
for the developmental dyad (Bronfenbrenner, 1979). Bronfenbrenner (1979) argued that learning
is facilitated by joint activity, mutuality of positive feelings, and a transfer of power. Findings
suggest Great Starts is developing strong connections between stakeholders, where the
developing person can have more control and decision-making power. In the survey, 59% of
respondents selected “a great deal” when asked how often they were able to lead an activity or
have some level of ownership of a project or assignment. An additional 21% of survey
respondents reported they led a lot of activities, and 29% said they were able to lead or have
ownership a moderate amount of time, suggesting over 90% of participants were able to lead an
activity at some point during their internship.
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The interns felt they had the power to lead as well as guide the organization with their
advice: “My participation contributed greatly, as I was able to lead many projects within my
cohort. I contributed in invaluable ways as there were issues that developed throughout the
internship which I felt qualified to address.” Interns expressed a feeling of value and included in
the decision-making process: “I was able to share my insight on specific topics which gave
another perspective on things.” These comments demonstrate how the gradual shift of power
encourages and impacts the intern’s experience. Over 85% of survey respondents felt prepared to
participate in the program as an intern, and 80% reported their placement organization provided
clear goals for participation at their internship site; these factors might promote and foster the
confidence interns demonstrated in youth leadership.
The experiences, expectations, and assessment of the program elevated many of the same
themes around mutual benefits, skill development, the impact of joint activity, and the
importance of relationships, but the viewpoint of the law enforcement partners compared to the
criminal justice and law enforcement fellows varied when it came to the interns’ autonomy and
engagement. In both the law enforcement and tech cohorts, the fellows explained how the youth
participants spent a great deal of time working on projects and leading activities. Susana shared
that her interns spent half of their time leading projects:
So, for like an hour and a half, I would do my part, and then I will leave the rest to them.
So, they did have a lot of [control] of their project specifically, and the project was
mostly just them.
Thomas also highlighted a great deal of ownership for his cohort:
So, they had the most control over what was going to be done. I think they did a lot of
discussion, having that ownership and control. They also did group work or break up into
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groups and share. I think that interns did have a [high] level of engagement with the
work.
The law enforcement partners believed there was little opportunity for participants to
have ownership over their projects. Although the partners report limited opportunities for interns
to lead the work, they did acknowledge that as a gap. Sarah shared, “That’s probably the one
drawback around the program is they didn’t get an opportunity to really lead any of the
activities.” She went on to say, “Even in the fitness part, they didn’t get an opportunity to lead.
So, that’s probably something that we as an organization need to think about.” Shawna shared a
similar perspective:
At the end, because they’re doing their presentations, they kind of had their own little
ownership, but I think when they were learning about it and getting an idea of it, I don’t
feel like they got to actually lead anything.
The participation of law enforcement allowed the youth to connect their world views and
actions to their interactions with law enforcement. For youth in the law enforcement cohort, they
came to their sessions with police armed with questions. Susana shared,
Yeah, [we] actually started right while the protesting was happening. So, A lot of them
[the youth participants] were talking about how they were protesting, the kids were going
to the protests, they knew people who had started to protest. They were really informed,
and they were doing a lot of reading. Apart from what they were learning in the law
enforcement cohort, they were doing their separate thing.
Shawna and Sarah noted that the youth participants asked many questions. Shawna mentioned
her colleagues were oft surprised when youth went off-script. She described one exchange: “The
officer didn’t really understand, and I had him speak to the kids one time, and he didn’t
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understand that they’ll actually ask questions that aren’t on the script [questions shared in
advance].” The law enforcement partners did their best to be responsive, and honest, even on the
tough questions. Unlike other cohorts, where questions were expected, there seemed to be more
challenges with preparing law enforcement partners for the questions they might receive.
Shawna expressed a need to engage with law enforcement partners earlier to help them
understand the program and prepare them for the interaction. She suggests,
I don’t think we were prepared, especially with the virtual because we were kind of
running around trying to figure out how it would look. They were still confused, even
when you explained it to them. They were just like, okay, so we’re just having kids and
you guys are doing this with them. But I wanted to say, it’s a little bit more. We kind of
need your participation and need you to show up to a few things. I think having more
time and the officers being more aware, and able to plan better and a lot earlier [will
improve their engagement].
The ability for youth to ask law enforcement partners tough questions at a such a volatile
time, seems to be connected to the encouragement they received to lead the work. The interns
were able to “go off script” and ask the questions they wanted answered. Some of the employer
partners expected they would decide what questions the youth could ask, instead employer
partners were encouraged to be responsive to what the youth asked with or without preparation.
This engagement demonstrates a commitment to not just encourage leadership, but to respect and
support youth as they step into leadership positions. This exchange helps foster trust and build
stronger relationships.

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Research Question 2: How Does the Program Foster Reciprocal Relationships Between
Youth Participants, Employers, and Other Stakeholders?
The Great Starts program was created to provide opportunities for diverse groups of
young people and to increase the number of low-income and youth of color participating in
work-based learning programs. An analysis of previously collected program data available in
program documents presented in Figure 1, and Figure 7 suggests a strong commitment to
diversity, with the majority of the program participants being people of color from across the city
and neighboring regions.

Figure 7
Great Starts 2019 Participant Demographics

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Across surveys and interviews, respondents report the program is mutually beneficial,
providing opportunities for youth to gain work experience, develop their skills and contribute to
the growth and learning at their placement sites. When asked if the program hires interns from
diverse backgrounds, 97% of survey respondents reported they believe the program does so. In
the survey responses, 93% of respondents reported the placement site/organization cared about
their success. All of the fellows and program partners expressed similar ideas around building
meaningful relationships as an impactful accomplishment of the program. These findings are
elaborated on in the following sections.
Interns, program partners, and fellows highlighted the mutual benefits of joint activities
and engagement. Surveys and interviews suggest the building of relationships, the development
of reciprocity, and the mutuality of positive feelings can have a meaningful impact on all parties
involved in programming and not just the interns/program participants.
Benefits Extend Beyond the Interns
Interns, fellows, and program partners all identified ways they benefitted as participants
in the program suggesting. Participation was mutually beneficial. Each stakeholder described
how they benefitted from the program, and the interns were able to express how they believe
they added value to their internship site.
Relationships
The majority of survey respondents reported being engaged or very engaged with their
placement site (Figure 8). The activities provide an opportunity for interns to participate in what
Bronfenbrenner (1979) called a dyad: a two-person system of engagement that serves as the
foundation for expanded interactions. The interns participate in a variety of dyads between the
employers, fellows, and their peers. Over two-thirds of survey respondents report they spent 20%
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or more their time working with employees from the organization (Figure 9). The joint activities
could and should benefit each participant in the dyad. One intern shared how a regular check-in
helped improve engagement between interns: “We had regular check-ins, and I feel that helped
create community with other interns, even though we were all working from home.”

Figure 8
Survey Responses on Level of Engagement

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Figure 9
Survey Responses on Time With Employees From Organization

More than 85% of survey respondents reported they contributed to the growth at their
placement site, with 50% strongly agreeing with the statement and 36% saying they somewhat
agree with the statement. One intern pointed out how their activity and actions impacted their
group:
I believe I was able to make somewhat of a difference because of the constant support I
provided my teacher and classmates in the internship. Whenever anyone shared their
work, I made sure to give them a compliment or simply tried to make people feel
included and comfortable in a breakout room. I was awarded with a kindness certificate
at the end of the program!
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These examples demonstrate how one individual’s engagements benefit them as well as
others and help develop reciprocal relationships. When asked if they agreed that they would
intern again with their site if given the opportunity, less than 10% disagreed, with more than two-
thirds agreeing or strongly agreeing with the statement (Figure 10).

Figure 10
Survey Responses on Future Participation

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All of the fellows described varying levels of engagement between youth and the
placement site/organization (Figure 11). Paula explains how law enforcement benefits from
participating in sharing their work with youth. Although the youth are learning about law
enforcement, Paula suggests the employer also benefits: “I think it’s great to have a new set of
eyes and new perspective. It’s a little bit helpful to have someone who’s younger who can share
their opinion on what’s cool, what’s not cool.” Paula also shares that she gained new insights: “I
never thought about presentations like that [the way the interns did],” but her experience also
helped her help other fellows: “I taught one of the fellows who actually works with the public
defender’s office. I taught him to do things on Google Slides, and he was really excited because
he’s never done that before.” It appears the interaction between the intern and fellow extended
beyond the dyad to include the fellow and someone outside of the intern’s cohort as well as the
intended audience of the presentation.

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Figure 11
Survey Response Amount of Time With Employees in Organization

Each of the activities that interns engage in has the potential to be a joint activity dyad,
with coordinated activities that build a trusting relationship and encourages increased
responsibility. Timothy shared, “Throughout the course of the internship, each student built three
different websites on their own and a website for Morgan State University’s newspaper. That
was one of the first serious group projects that they did.” For this project, interns shifted from
making their own personal websites to collaborating to create a website for someone else. This
activity required them to talk to each other and work to create something for a third party. As
previously mentioned, Sarah described the interns worked together on mock trials and preparing
for debates. Sarah explained, “We started breaking them up into student groups, and they started
interacting and practicing working on their debate and actually had a young adult who was
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helping them with the process, [and] it became more lively.” In Sarah’s example, the young adult
was helping the interns who were practicing themselves but also helping someone else.
Similarly, the fellows noted employers demonstrated a sense of pride in watching their
interns work and grow. Susana perceived the employers as proud and thrilled. When asked about
the employers, she observed, “Employers are pretty excited when they have young students who
are interested in their profession.” The relationships support youth and also provide a platform to
address opportunity gaps and issues of inequity by connecting businesses with youth from
diverse backgrounds to employers and their organizations. Susana brought attention to a mentor
program that lawyers were developing, focused on exposing youth from diverse backgrounds to
the career field. When asked about the lawyers’ involvement, Susana said, “They’re really
willing to figure out resources and put together games and activities that can get the students
interested in engaged.” Roger described how employers included additional people in their
engagements and expanded the opportunities for youth to interact with other people. Roger
emphasized, “There were always more people than just the employee that we were talking to, to
provide opportunities and information.” Roger felt strongly that many of the organizations were
examining their role in addressing issues of inequity:
I think that a lot of industries and organizations are going through a reflection period,
[asking] what does their board look like? What do their employees have? How is the
culture of the organization? And when you have something like this [Great Starts], and it
is focused on building relationships with the Black and Brown community and the police
and other industries, I view it as literally an opportunity for anybody across the region to
have an opportunity to get to break the glass ceiling and get into an industry that most of
the time people that look like them would never get the opportunity or have access to.
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Roger’s thoughts mirror comments from program partners that defined their participation in
Great Starts as a way to build their organization’s talent pipelines and increase diversity in their
organizations.
The need to connect with the community and build reciprocal relationships, especially
youth of color, was probably most relevant and challenging for the law enforcement partners.
The social justice movements and the outcry against the police appeared to add a level of
discomfort but still provided helpful insights into the opinions of youth. Susana noted,
Sometimes some [of the officers] will get a little bit defensive, but it was more because
the interns had questions [about] what their job position entailed as officers, but they
were willing to answer them and try to answer as honestly as they could.
Susana explained the interaction between youth and police officers was meaningful because “It
just showed that there were different perspectives [on policing] and it’s a very broad topic and
showed different perspectives of the whole tension that was going on during summer.”
As a fellow, Susana helped interns prepare for their engagement with police officers by
having them consider their questions in advance and asking them to write the questions out
ahead of time. In addition, Susana described how she tried to build community and create an
environment where youth could connect: “We played a lot of games. We did little ice breakers
and small scavenger hunts. I tried to get them to talk to guests.” Susana also shared examples of
transferring power, where the interns were in control:
One of the things we did was bring in officers. We got them to interact with the interns,
the interns got to ask questions and not limit the type of questions they asked. I think
that’s the big one, where they were able to question them freely.
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The fellows were an integral part of helping the interns build relationships with each other and
the program partners/employers. The fellows role seems to benefit the interns and the
employers/program partners.
Program partners emphasized the benefits of participation for their organizations went
beyond the labor or financial gains. Program partners described the benefits of working with
youth as a way to connect employees in their organizations with the community in and around
their place of business; it also appears to spark increased interest in community engagement.
Tonia expounded on the idea of mutually beneficial by saying,
I actually do think it was mutual, I got such great feedback from the [tech] employees,
and they said that they wanted to see more opportunities like this to work with youth. I
think employees see it as kind of a way of community engagement, giving back to people
and helping the careers and trajectories of youth, and I think that everyone can see
themselves in the students.
Law enforcement partners expressed similar appreciation for the ability to interact with the
youth. Sarah specifically called out watching older youth work with the interns, “The best part is
watching the young adults be able to teach the younger students.” Whether it was fellows
assigned by Great Starts or the alumni from their program, there seemed to be a benefit to the
fellow model/structure:
And it was also nice. We had like young adults that have programmed with us prior that
wasn’t necessarily part of Great Starts, but they were a part of [different program], and
those young adults who already did the mock trial coming back, I found that to be the
most rewarding.
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Although each of the stakeholders identified different types of benefits from participation
in the Great Starts Program, a common theme centered around building relationships. Interns
were able to develop their skills, but also highlighted building relationships with their peers,
fellows, and program partners. Fellows described a sense of pride from watching the interns
grow. The fellows were grateful for their ability to build relationships that lead to their own
learning and new perspectives. Lastly, the program partners build relationships that provide new
perspectives and ideas that benefit their current work and has the potential to build a talent
pipeline for the future.
Learning Through Practice and Teamwork
Core to the program is an expectation that all interns will work on a project and develop
their skills. The project offers an opportunity for interns to engage in what Bronfenbrenner
(1979) called a two-way process of engagement that becomes more complex. Sometimes, an
intern might choose a cohort or employer for convenience versus interest but still have the ability
to participate in a joint activity. One intern described how his ideas about working in tech shifted
because of the coding instructor and his fellow interns:
Originally, I did not want to do coding because I had the misconception that it was
boring, and I never thought it was my cup of tea. I ended up taking this placement
because it was the only time that worked for me since most internships took place in the
morning. It was such a pleasant experience, and I really believe the mentors [fellows] and
the teacher really made all the difference. The students around me in Zoom were
engaged, and it made me excited to be a part of the team!
Interns recognized the value of working with others, and some assert it helped them develop their
skills, specifically their ability to be a part of a team. When asked if Great Starts helps
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interns/youth develop their skill, more than 60% of survey respondents selected strongly agree,
while another 30% indicated they somewhat agree with the idea.
Interns expressed the need for joint activities. When asked what could be done to better
prepare interns for work, one survey respondent suggested, “More group activities to learn as a
team,” while another intern shared,
I think to have more hands-on experience on what an internship would be like. In my
internship, we didn’t do so much hands-on activity other than coding a website, which I
wished we could have done more than just that.
The interns appreciated the ability to work on projects with others and the skills they developed
in the process.
Many of the interns highlighted the skills they learned and included teamwork as part of
the description, suggesting that the activities were in partnership with others. Several survey
responses referred to learning or developing skills. One respondent explained, “It was a great
experience in which I developed and learned more skills that aid me in achieving my goals in the
workplace.” Another response described the internship as “fun and taught me new skills.” One
response added to the idea of the internship being fun and highlighted the impact of other interns,
noting, “My internship was good and fun. I really enjoyed it, and I got to learn more about other
interns as well. They helped me a lot.” Several survey respondents expanded on what they
learned and talked about teamwork. One person talked about the influence of the internship:
“The internship influenced me by gaining experience on how to create team projects and
collaborate with fellow interns on those projects. I think the internship improved my teamwork
and people skills.” Similar responses were shared by other respondents: “I worked on my
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communication and teamwork skills that are very useful to have,” and another intern shared, “It
reinforced my teamwork skills.”
Additionally, there was mention of observational learning, where the interaction might
include listening and watching. For instance, one intern suggested,
Have youths talk to people who have experience within the field of the internship they
want. With feedback and advice from people in the field, they will be more excited and
know what to look forward to in the internship.
One intern supposed project-based activities could not only impact the youth but also
benefit the community and not just the organization. The intern said, “More project-based work
had an impact on the community, as opposed to just the organization.” The ability for young
people to learn from their peers, fellows, and employers/program partners could support the
greater community.
Many of the fellows shared similar examples of youth working on projects in pairs or
groups. Susana’s cohort developed a know your rights collateral for youth and explained, “I did
split them up into different groups and one group that worked on the website, the other people
shared the signs and this card.” Similarly, Timothy talked about coding and designing websites
for a state college and shared for his cohort, “That was one of the first serious group projects that
they did,” Paula explained how interns had to work in groups and develop persuasive arguments
and described how they were growing through the process:
They’re really getting a lot better at the persuasive arguments, working in a group
[helped]. Typically, if [lawyers] have to do group work, it’s case work. It’s not just one
lawyer. It’s a group of people. Being able to problem solve with each other is really
important.
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The fellows utilized and recognized teamwork as a strategy and tool for the interns to develop
skills and meet project goals.
For instance, all of the fellows describe a moment when they see their interns step into
leadership. Roger highlighted interviews:
Each time when we would have an employer come in, there would be roles that we
learned from [orientation], and they would each take a role. One of [the roles] was a
facilitator. There’d be a person asking the questions or saying, “Okay, guys, we’re going
to go into asking the employer questions” and then after that going into “We’re going to
do a Q & A” and then facilitating who goes first and asking the questions and whatnot.
So, every interview, there was a sense of leadership because there were multiple roles
across the board that were instilled for each person.
Susana described her interns as independent thinkers. She said, “They really thought outside the
box in their projects.” She also shared the interns stepped up when they needed to: “Some people
who didn’t contribute a lot to the projects, they were kind of scared to talk, but they were able to
go out there and do it.” Thelma shared a similar experience and described a great sense of pride
watching her interns overcome their anxiety about speaking in public:
Everyone was so shy. Everyone got up there. Everyone spoke so clearly. Everyone
literally was on point with what they had to say. It was perfect! [I told them,] “Oh my
gosh, I’m so proud of you guys and how you expressed yourselves.”
These activities not only develop skills and build relationships but also promotes mutuality of
positive feelings.
The theoretical framework highlights the need for youth to learn by doing, but also
stresses a need for joint activity. Many of the interns and fellows shared that teamwork was
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instrumental in helping interns develop their skills and meet project goals. A core component to
fostering relationships, seems to be the expectation that interns work on group projects and
engage in hands-on activities. Similarly, the high number of interns reporting they worked with
employers at their site, suggests program partners committed time to work with interns as an
integral part of building relationships.
Creating an Environment That Focuses on the Wellbeing and Growth of the Intern
The findings suggest, interns believed they could and would be successful because the
Great Starts program believed in their ability to succeed. The need for Great Starts to adapt and
provide mostly virtual internships required a regular modifications of programming. There were
a limited number of in-person placements due to COVID-19, creating an ever-evolving program.
Youth were launched into new experiences and had to meet undefined expectations. The
program structure, administration, fellows and design seemed to focus on doing what was best
for the interns. Interns were encouraged to adapt and consider challenges learning opportunities
as opposed to failures in their skills or abilities. The interviews and surveys consistently
highlight relationships as a best practice and valuable component of programming. When asked
if the organization cared about their success as an intern, 93% of respondents strongly agreed
with the question. Bronfenbrenner (1979) described the connection of activities and relationships
to learning and the role of mutual affection. The care and concern for youth, coupled with
meaningful activities, serve as motivation and seems to support a growth mindset, encouraging
youth to stay engaged and sometimes influencing them to expand relationships and/or activities
beyond their internship. Consistent engagement can lead to mastery of desired skills and help
better prepare for future employment.
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Interns highlighted how the internship helped them in many different ways, from
improving their mental health to building new relationships. One intern shared, “It helped my
mental health tremendously and made me more confident as a worker.” Another intern remarked,
This internship gave me great work experience, and it reminded me that kindness really
can make a difference! I didn’t even realize I was helping people, and it made me proud
at the end of my internship when the members recognized that, and it came as a surprise
to me.
The ability to learn a skill, support someone else or take care of yourself, helped many of the
interns feel good about themselves, the program, and those they worked with in the program.
Over one hundred comments from the intern survey mentioned that participating in the
program influenced the respondent’s mindset, attitude, interest, or awareness. One intern shared,
“I feel that it influenced me to have a clearer mind set and understanding of others.” Another
intern expressed an interest to do more in the community: “It influenced me to go and really
enjoy my community.” In addition to the strong feeling of connecting with the community and
their peers, interns described feeling more confident about working with others, “I think I am
more confident working in quarantine and with a small group of people.” A space where youth
feel cared for, comfortable and safe, seems to be an important ingredient for building mutuality
of positive feelings.
All of the fellows shared that if someone were to replicate the program, they would need
a level of passion and care for not just the work but for the youth. Paula discussed leadership and
the impact they have on the fellows: “I think what makes Great Starts successful is the leadership
at the top. They really set the tone for the expectation for the fellows, they come in, and they’re
very passionate about everything that they’re doing.” Susana talked about how everyone was
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equally important and valued: “You can reach out to them [the director, administrators and staff],
knowing that we have different positions, but it doesn’t mean one person is above another.”
Thelma described it as being genuine:
Okay, they’re genuineship. Like, I don’t think that’s a word. But the fact that everyone is
so genuine. Like, you come across a lot of people in life. And when you realize that
there’s not really any ill intent towards anything. Youth are big on energy and vibrations.
You can say something as much as you want, but if they feel something different, they’re
not going to believe what you’re saying. I feel like Great Starts has always been genuine.
This sentiment was shared across the interns, fellows, and employers. The commonality centers
around accessibility, care, reciprocity, and authenticity.
Program partners expressed gratitude for the fellows and felt strongly that the inclusion
of fellows supported the success of the program. The fellows served as liaisons and helped to
lead activities and improved participation. Sarah described how interns enjoyed the fitness
component of their work with law enforcement, but how the involvement of fellows impacted
that activity: “Like a young adult who was kind of helping them with the process, it became
more lively and I think they also enjoyed the fitness piece like every morning.” Sarah also
suggested connecting with families to support positive engagement: “I think it would have been
good to have a meeting with the parents so that the parents could know what their kids were
involved in as far as the non-profit that they were working with.” The commitment to build an
environment that fostered positivity and encouraged people to help and care for each other seems
to be important to all the stakeholders.
Tonia reported the interns and employees enjoyed the program, “And I do know that the
employees really did enjoy their experience. I think it was good on the relationship-building
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side” She went on to stress the benefits of the program: “On the meta social impact program side,
it is really neat to be able to point to these programs and say, ‘Hey, here’s the impact we had on
employees and here’s the impact we had on students.’” Tonia’s comments suggest that for
employees, having an impact on youth encourages employees to participate in the program and
promotes good feelings. Tonia also highlighted the importance of the fellows in providing
support to the interns. When asked about the fellow supporting her cohort, Tonia asserted,
I think they were a really great support, and they knew the students. They were the ones
facilitating some of the Q and A and encouraging the students to speak up and giving
them emotional or moral support. I would say the program coordinators [fellows] really
did a great job, and the students seem to be quite supportive of each other as well. In
some of the chat discussions that were going on during the beginning, middle, and end of
the event, they were asking questions and talking to each other or saying so, and so we
can’t hear you when you’re talking, etc., so I feel like it was quite collegial and a very
supportive environment for sure.
Tonia’s experience represents the sentiment from the fellows, interns, and other program
partners, about the way participants support each other and try to make sure everyone has what
they need to succeed in the work and in their own personal development.
Having an environment where the interns’ wellbeing is the center of programming, and
the expectations are to help youth learn and grow seems to be a fundamental component to
building strong relationships. The relationships help to foster an environment that promotes
growth mindset and encourages stakeholders to try something new, believing they will be
supported regardless of the outcome.
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Relationships With Long-Term Benefits
The fellows and program partners describe how the program has benefits that extend
beyond the summer and the interns. The relationships have the potential to impact the trajectory
of the interns, fellows and even the organizations of the program partners. The interns note
making new friends, building relationships and the immediate impact of teamwork. Findings
suggest there are also long-term benefits to the relationships developed in the Great Starts
program.
The ability to build relationships and networks, as well as career/talent pipelines also
benefits the fellows. Benefits ranged from gaining experience, developing their skills, building
networks, and gaining new opportunities. Roger highlighted how Great Starts helped him build
his confidence and expand his network
I had about 12 interviews in the real estate industry. I know that was 100% because of
Great Starts, me starting as a freshman in college, and having this opportunity to lead
high schoolers. Now, being a post-grad and leading other college students who lead high
schoolers, it has taught me how to connect with people younger than me, older than me,
how to be a leader, how to take criticism, and now I’m in a place where I’m networking
and building my own network. I’m thankful to have Great Starts because without that, I
wouldn’t be here.
Again, the opportunity to benefit from Great Starts is not limited to the interns. The fellows
identified ways they benefit that include building networks, future opportunities, and personal
development.
Susana highlighted a sense of building a network and boosting her confidence: “I did
meet a lot of great people, who I still talk to now, and I definitely don’t think I would have had
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that great opportunity with any other program.” She goes on to say, “I really enjoyed it. It helped
me get out of my shell and to reach out to people.”
The fellows talked about the support interns received and the connections the youth
made. Some mentioned the different benefits they received as fellows, from building
relationships with the youth or expanding their own network and opportunities. Susana described
the support Great Starts provides as aligned with the needs of young people, “In terms of getting
kids resources, Great Starts is on top of it. Like butter on toast.” She went on to identify the
benefits she felt she gained from participating in Great Starts:
I would say the relationship we [fellows] have with one another, knowing we could reach
out and knowing there is a community where we still keep in touch, and we were all
trying to have some type of impact and trying to build up our future which are, you know,
the interns.
Thomas shared similar sentiments about access to resources and the availability of a strong
support system:
I feel like there’s a lot of support because they have their fellows, which are kind of like
their immediate frontline [support], and then they have senior fellows, and above that,
they have the other supervisors that are maybe more administrative or high level, and
then you have Coro helping [the fellows], and then you also have your community
partners. So, I think it’s like a lot of resources, all working [together] to build that support
system.
Nearly all of the fellows talked about the connection between them and the interns, as well as the
relationships they developed with other fellows and the administrators.
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Some fellows also recognized the importance of making connections and building
relationships. Thelma points out that there is something special about connecting with people
from different backgrounds and making lifelong connections:
You’re able to talk to people that you would never think you were going to talk to. Come
across people who you never thought you would come across. The program allowed me
to create bonds that I know I’m going to have forever.
Roger points out the connections can help with future opportunities:
For the fellows who are in college and for myself, it’s been extremely beneficial because
other fellows have gotten internships. Like myself, when I was a fellow, I got an
internship, and now I’m graduating from my internship, and I built that relationship
through Great Starts.
Program partners also describe how their organizations not only get to work with the
youth and benefit from their labor, but they can also provide support to the youth. Felicia shared
how her organization worked to support the building of networks:
That was one of the stated goals that we had for the program, to give these kids help and
build their network so that somebody they met at the organization could act as a reference
for them for a future job where they could connect on LinkedIn, we tried to encourage
them to open one of the LinkedIn pages, just so they could kinda start there and
connecting and that. Most of them did.
Building relationships that support and develop long-term benefits demonstrates a
commitment to a climate of culture and care. The long-term benefits have the potential to foster
trust and help strengthen relationships. Given the chronosystem and the isolation many people
experienced during the height of COVID-19, creating a space for youth to feel seen and cared for
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helped foster relationships, it could be an added incentive to know the relationships could benefit
interns, companies and fellows beyond the summer.
Participants Feel Cared for Beyond the Internship
The success of program seems to look beyond the success of the intern at their placement
site. Participants seemed to feel the focus was on their experience and skills development and
how the program could benefit them beyond their internship. Throughout the survey responses,
respondents highlighted a community of care, where they enjoyed themselves in the program and
appreciated the opportunity to participate in the program. One respondent noted they were
grateful others had the opportunity as well, “I truly enjoyed my time! I appreciate you for having
me and creating this opportunity for myself and others like me,” the respondent ended with a
statement encouraging the reader to “Stay Healthy.” Another comment shared, “I think all the
faculty, staff, leaders, Great Starts fellows did a good job facilitating the internships.” One
response talked about the reliability of the cohort leaders, “It was helpful having nice cohort
leaders, that was also relatable, it made them more approachable.” The responses celebrated the
way cohort leads supported the diverse groups of youth. One specific comment noted, “[my
cohort lead] was a great cohort leader and was supportive of each of our individual personalities
and interests.” Many respondents expressed the program was an enjoyable experience, and they
appreciated the opportunity to learn and/or connect with others.
The fellows describe a structure where they ensure that interns are engaged in interactive
activities that support skill development. In the survey, 10% of respondents reported leading
little to no activities, while 90% of respondents reported more frequent opportunities to lead an
activity. The fellows connected success to the leadership and structure of the Great Starts
program. When asked what makes the program successful, all of the fellows talked about people
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or characteristics of people that created a safe and supportive environment, pointing to a sense of
strong relationships and caring. Bronfenbrenner (1979) suggested that the caring and impact of
reciprocity are felt and encourage the person even when the two parties are separated.
Susana explained a similar dynamic in the success of the program. She attributes success
to “the relationship we have with one another, just knowing that we could reach out and knowing
that there is a kind of a community where we still keep in touch.” Thomas made it clear he
believes it is the people, commitment, and accessibility to all levels in the program that make it
successful. He shared, “The people who are higher supervisors in the organization seem to have
a real passion for youth and youth engagement. You could tell it wasn’t just a job. They have a
real interest in engaging and empowering young people.” Thelma emphasized youth have access
to leadership and support at all levels. She shared, “If I want to reach out to the director, I’m
completely able to. It’s not as if she’s unreachable. I feel like making it that structure where
there’s people helping you all the way up if you need help.”
Again, many of the fellows shared what they believe makes the program successful is the
passion, dedication, and genuine care that permeates from every level. All of the fellows note a
connection of some sort that extends beyond the moment. Both Timothy and Susana mentioned
that the interns stayed connected to the fellows and worked to build their networks and leverage
the relationships to help in other areas. Susana said, “I’m still being in connection, even after the
program has ended, and stuff like that. Like with writing letters of recommendations,” while
Timothy noted, “Most of the Students try to connect with all of us [fellows] on a professional
level to try to build their networks like they were shown in the soft skills course.”
Increasing engagement and providing leadership opportunities could help increase
motivation and participation. Over 98% of survey respondents reported some level of feeling
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engaged. Similarly, 98% of respondents reported being able to lead an activity, even if it was just
a little. When asked if they would intern again at the organization if given the chance, nearly 9%
of survey respondents reported they would not intern again, while 14% neither agreed nor
disagreed with the statement, and 77% said they would intern again with the organization (Figure
12). Ninety percent of survey respondents reported they had moderate, a lot, or a great deal of
time to lead an activity, and around 10% reported having little to no opportunities to lead an
activity. The number of youth who did not want to intern again is very close to the number of
youth who felt they had little to no opportunity to lead an activity. Trusting youth and creating an
environment where they feel cared for and supported helps to foster stronger relationships and
could improve internship success and increase retention.

Figure 12
Survey Responses on Returning to Placement Site

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Research Question 3: How Has COVID-19 Affected Youth and Community Leader’s
Experience in the Program?
Most partners and fellows discussed how difficult the program was to operate during the
pandemic. Each interview participant described the challenges of virtual and online
programming and the impact of not being able to meet in person. Over 100 comments in the
survey described how the inability to connect, interact and engage in person affected the program
experience.
There were 46 intern comments regarding the difficult and challenging experience
created by COVID-19. Of those comments, only one referred to access to resources as a
challenge. Multiple fellows, however, described some interns had limited WIFI, no devices, or
had to share with family members. Even with the challenges, some participants noted there was
no impact or a positive impact on the program due to COVID-19.
Inability to Connect, Interact and Engage
A high number of survey respondents noted COVID-19 made it difficult to connect,
interact and engage with others. Many participants expressed disappointment with not being able
to see people in person and felt it impacted the experience. Over 70% of comments on the impact
of COVID-19 (Figure 13) on the internship experience mentioned connectivity. One hundred and
two comments out of 142 talked about either engagement or interactions. Nearly 60% of the
respondents indicated the connectivity, limited interaction, and inability to connect with people
in person was challenging: “Having it all online can be hard for people. In-person interaction is
part of the internship experience of connecting with diverse people, so COVID-19 has definitely
hindered that aspect.” Other interns shared similar thoughts but still found participation valuable,
“COVID-19 also made it more difficult to bond and make connections with fellow interns.
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However, the core of the internship did not change, and the experience was still worthwhile.”
The comments from the interns emphasized COVID-19 made connections, interactions, and
engagement challenging.

Figure 13
Survey Responses on Impact of COVID-19

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Many of the fellows expressed challenges with staying connected with youth for a myriad
of reasons. Paula described one of the challenges:
I think the bigger issue with COVID, in particular, is access to kids. Sometimes we would
have kids that stopped showing up. You would try to get a hold of them and keep trying,
keep trying, and they just wouldn’t respond, and that’s a little difficult.
Paula expressed frustration with not being able to connect in person:
I think COVID made it a lot harder because I do know in the past if [interns] needed to
go and talk to somebody, someone was there you could go talk to them, whereas in
[virtual setting] you just turn off your phone.
Paula, along with other fellows, seemed to believe that if interns were having a hard time or
difficult day, it was easy to turn their videos off and be invisible, whereas if they were in person,
it would be easier for the fellows to see them and help address the problem. This inability to
connect with interns in person was a concern for many of the fellows (Figure 14).

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Figure 14
Survey Responses Indicate COVID-19 Impacted Connectivity

Although fellows might disagree on the overall impact of COVID-19 on the program,
they all agreed that connectivity was negatively impacted. In general, Roger thought the program
was not negatively impacted by COVID, yet he did mention the ability to make connections was
lost:
A lot of times, when we were in person, and we’d make these great connections and
relationships, there would always be some sort of rapport that was built right there that
would lead to a future meeting or endeavor. When you are on screen, you don’t really get
that rapport or rapport building.
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Thelma felt the program lost something special: “I just think it kind of took away a little of the
magic behind what Great Starts was because of how important those connections became to me
and other fellows.” Similarly, Thomas shared, “So, I think they were excited, but I think,
sometimes over Zoom, it’s hard to engage with them, especially if they had their video off.”
Timothy also acknowledged difficulties engaging with interns and providing more support in the
virtual space,
As far as students in-person versus virtually, I’d say it kind of took away. It rushed things
as far as what the students were learning. Some things would fly over their heads, and in
person, we could fix that. We could ask, “You need help with this?” And just walk over
really quick and see the problem, but when it’s all virtual, everybody has to do everything
at the same time, and it rushes the curriculum.
The fellows had more direct and consistent contact with the interns and noticed the
impact of being online on the ability to build relationships and make connections. They were also
more aware of the challenges with youth connecting online or staying connected.
In addition to losing the ability to connect with people in person, participants noted
challenges with access due to technical issues. Susana reported, “A lot of them struggled with
being able to get online. I know that there was this one kid, he didn’t have a cell phone, and he
didn’t have a computer.” Paula outlined some of the challenges with access, including having to
share a device or not having access to a computer:
Maybe they didn’t have the necessary means to be active in the internship. Maybe they
only had a cell phone, and if it’s a Zoom kind of meeting, they can only participate on a
cell phone, which is really hard for a lot of students. Or maybe they have to share a
computer with their parents, and they have to prioritize their parents’ work over your
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little internship. I think it also allowed a lot of kids to kind of just fall off and just drop
out. I think my first summer cohort had about 12 students, and then by the end of it was
seven because so many of them just kind of stopped showing up because it’s really easy
to not go on Zoom.
Thomas explained that it might be hard to measure engagement:
You’re just not 100% sure if they’re engaging with the material on the same level. I think
that’s more apparent when you’re sitting together, and you can tell someone’s not very
interested in the situation or the discussion. It’s easier in person than it is online.
Thomas went on to say about employers, “They would [probably] say it was hard to engage with
students because of the technology block.” Many of the fellows reported the inability for youth
to get online or stay online impacted the engagement, and it was difficult for them to know
whether the youth had technical problems, struggled with the material, or needed other resources
and support.
Another barrier was the ability to work on group projects. Thelma was disappointed
youth couldn’t make something together and explore their creativity:
I feel like it made it less individualized. [The previous year] I saw so many different
things, like so many different creative things. It took away from that aspect and made it a
little harder for them to be creative.
Thelma described it as “this restriction put on us” and said it required the interns to find ways to
“do this all on the computer.” Although not specific to group projects or creativity, other fellows
made note of the challenges of the interns not being in physical space with each other. Thomas
described how it impacted building community: “I think it definitely affected the ability to
communicate and engage [and] build community in that traditional sense where you’re all in the
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same place.” Thomas went on to explain why he believes the online program limited the ability
for group work and project-based learning:
If you’re not walking around in your work site for those interns, it can be hard for them to
engage with [the project], too. If you’re not in an environment that’s fostering that
development. I think it probably poses more of a challenge.
When asked how to improve the virtual experience, Paula outlined strategies to help increase
creativity or to address the challenges of not being able to fully engage the interns:
The fellows need to come together and figure out what kind of tools for engagement
really work and what doesn’t work because I think everyone at this point is throwing
stuff at the wall and seeing what sticks and what doesn’t. I think collaborating with each
other and [sharing] I did this, and it was really great. Or I did this, and that was really
great. I think it kind of helps set the standard. I understand the need for individuality in
terms of running their cohorts, but I think that having a few pieces streamlined like all
students have to do work log could be super great. You know, we have this cool
application that is really helpful for kids because they get to kind of play and engage with
us, be like, all right, that’s super cool, like let’s all kind of figure out how can you use
this, I think, would be helpful.
Although many felt the ability to have meaningful engagements and interactions were
lost through the virtual internship experience, there was still gratitude for the program. For some
the virtual experience lost a little of its magic. Nonetheless, some stakeholders were able to
identify the benefits of the virtual experience.
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Adaptation and Innovation
In order to support youth internships, Great Starts had to adapt and modify the way it
offered programming. The shift impacted program partners, fellows, and interns. The recruitment
process, orientations and placements changed across the board.
The summer of 2020 altered the internship experience across industries, creating new
challenges for interns. Interns were working virtually and needed to have access to devices as
well as WIFI and maybe even applications to complete their projects. They needed a place to
work and the ability to find a quiet space to work with WIFI and their own computer, this was a
challenge for some interns. Even with all the challenges, some interns, partners, and fellows
noted benefits of the programmatic shifts caused by COVID-19.
Roger thought the shift “was great.” He shared, “as much as I don’t like how pandemic is
affecting anybody. I think this is teaching us how to be dynamic and not static.” Roger also felt
the ability to modify the structure helped teach an important life skill, “preparing for [the
unexpected].”
Virtual placements eased some of the challenges associated with travel and finding space
for interns to work. Although videos might have been off, students “showed up” on time or had
fewer concerns with getting to work or finding their placement site. Shawna explained it was
easier to set up the learning space, and participants could avoid some of the time-consuming
aspects of working in a law enforcement space:
And it was easier, too, because for the most part, most of your interns are going to be on
time, but, when you’re in an environment where they got to go through metal detectors,
or they’re in a building with 50 different suites, and they’re getting lost, and then there’s
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no [WIFI or cell service] in the building, and you can’t tell someone where you’re at, or
even check in, I think virtual helped in that aspect.
Thomas was grateful that the internships happened. Many other opportunities were
eliminated because programs weren’t prepared to be remote:
I’m grateful to Great Starts for adapting to such a different environment because I did
notice they’re one of the only internships I could find that was trying to be completely
remote with everything. That does pose a huge challenge to any organization, but
especially one focused on youth. There are so many barriers to conducting something
that’s remote and an internship for youth, but I think it was probably pretty positive for
everyone involved. I mean, I don’t know if there’s like another option to really have it in
person at that point anyway.
Some thought that being virtual presented opportunities for interns and fellows to develop
or improve skills that included communication and presentation. Thomas highlighted, “Learning
how to communicate in a professional way through email or through Zoom might have been
beneficial.” Although the experience was new and might have been challenging, it provided an
opportunity to exercise a growth mindset for all the stakeholders. The ability to adapt and
innovate was not only encouraged due to the pandemic, but in some ways COVID-19 forced all
parties involved to adapt and innovate,
Summary
Even with the challenges of providing work-based learning opportunities during a
pandemic, the Great Starts program provided opportunities for nearly 1,500 participants. The
feedback from interviews and surveys demonstrates nearly 100% satisfaction with the program.
The ability to create a structure with strategies recommended by Bronfenbrenner (1979), where
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youth are supported through their development and then provided the opportunity to lead and
have ownership, has helped foster strong relationships, motivation, mutual positive feelings, and
mastery. As interns build motivation and mastery, employers and community benefit. Building
relationships seems to be integral to discovering and understanding motivating factors, especially
among those who typically do not participate in work-based learning programs. Connecting with
what Symonds et al. (2014) called the forgotten youth is beneficial for the young person’s future
as well as communities and the local economy. The review of Great Starts demonstrates how
joint activity, reciprocity, authentic relationships, and a commitment to supporting young people
can have a positive impact on their development and success.
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Chapter Five: Recommendations
Work-based learning opportunities have the potential to impact not only the lives of those
who participate in the programming but also the communities and partners that support the
participant and the programs. This chapter presents the discussion on the present study’s findings
and makes recommendations for Great Starts as well as other work-based learning programs.
Discussion of Findings
Young people’s interests, needs, and experiences are as diverse as the youth themselves.
Although the placements and opportunities for youth in the Great Starts program varied, the vast
majority of interns, regardless of placement site, expressed an appreciation for the opportunity to
participate in the program. Many of the interns, fellows, and employers found the program
mutually beneficial. Interns and employers suggested the role of the fellows and the overall
structure of the program prepares youth for success in the program and for their future careers.
Additionally, interns, employers, and fellows indicated that the structure is fundamental to the
program’s success. Across all stakeholder groups, many noted the impact relationships and team
projects have in developing technical and basic skills. Programs like Great Starts need to be
intentional about using the strategies that promote an environment of support, fosters success,
and helps youth develop their skills while preparing them to participate in the program. These
practices should be embedded and built into the program.
National studies note the benefits of summer jobs and highlight how these initiatives help
youth develop their skills while gaining work experience and earning money (Modestino &
Paulsen, 2018). The interns and fellows shared examples of projects the youth worked on and
how these group projects strengthened relationships and fostered a sense of community and
pride. The expectation for the interns to work on projects and share their work is a core strategy
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of Great Starts. This practice aligns with Bronfenbrenner’s (1979) ecology of human
development by providing participants with an opportunity to observe, practice, and then take
ownership of their work.
Interns and fellows indicated the program helps young people build their networks,
creates opportunities for youth leadership, and helps increase learning and development. The
growth is not limited to the interns, as both the fellows and program partners described how they
benefited from participating in Great Starts. Fellows were able to build networks, develop their
skills and make an impact in the community. Research suggested that participation in programs
increases civic engagement and decreases involvement in criminal activities (Modestino, 2018).
Program partners highlighted the ability to connect in the communities where they are based,
build a talent pipeline, and address issues of inequity or social justice in their organization.
Economic inequity is often associated with schools and the educational system. Some
researchers posit addressing income and wealth disparities should include housing policies and
rethinking how we define student success (Hanauer, 2019; Rothstein, 2013; Symonds et al.,
2011). Symonds et al. (2011) suggests, education is meant to prepare young people to prosper
and live meaningful lives. Describing the purpose of education as tool to prepare young people
for their future lives, perhaps outcomes should focus less on grades as an indicator of student
success and redefine opportunities and offerings for educational opportunities. Work-based
learning opportunities should be available for diverse groups of youth and provide diverse
experiences, connected to the future of work.
Diversity of Participants
Great Starts wants participants to learn how to interact with people who have different
experiences, backgrounds, and ideas to help them present their ideas and support their overall
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development. These are important components of the program, but there could be more
intentionality to consider youth outside of their role as interns before or after they begin the
program. Although in their report and Equity Framework in Figure 15, Great Starts describes a
commitment to a holistic approach, more could be done to build in practices to support at the
different phases of engagement. Many of the interns indicated the internship supported their
leadership and skills development, but the findings suggest they wanted additional support to
prepare for internships. Interns represented diverse neighborhoods, socioeconomic and racial
backgrounds. As such, they had different academic and work experiences. Through survey
responses, youth asked for more workshops to prepare for their internship, to help them better
work with other youth, and to work with employers. Some asked for help developing or
identifying the skills needed or desired from employers. The expectation that interns work on
projects, present, or participate in teamwork is something participants felt would benefit from
pre-program workshops. To increase equity, more could be done to ensure those who enter the
internship program with similar skill sets or at least knowledge of the concepts or basic
principles of work-readiness.
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Figure 15
Great Starts Equity Framework

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To build a diverse workforce and foster work-readiness, youth from low-income and
communities of color need an opportunity to participate in programs and develop the needed
skills. Across the nation, there is a call to increase diversity and address inequities in the
workforce. Research suggested that the benefits of a diverse workforce, yet studies assert there
has been a minimal increase in representation across industries in leadership roles, especially for
the African American community (Cohen et al., 2019). Preparing youth for a diverse workforce
requires offering them an opportunity to work with people from diverse backgrounds. Creating
those opportunities requires an interest from program partners to advance equity not just for their
organization’s financial gains but also to meet the moral imperative (Roberts & Mayo, 2019).
The moral obligation provides the strength to push through the challenges employers, and work-
based learning programs will face as they work to increase equity and advance diversity.
Meeting the moral obligation can help make the process seem worth the investment, beyond
increased productivity and the financial bottom line, especially for those industries accused of
bias.
Tech and law enforcement have been accused of bias and discrimination, and it often
plays out in the headlines (Balko, 2020; Desilver et al., 2020). Law enforcement agencies have
been challenged to do more outreach and engagement to address perceived bias and battle the
advancing stereotypes associated with groups of people or certain neighborhoods (President’s
Task Force on 21st Century Policing, 2015). Agencies are encouraged to move past the needs-
based, deficit model and avoid what researchers call the Eurocentric motivation frame (Usher,
2018). As agencies launch outreach, engagement, or recruitment, they could consider more
nuanced factors that include culture and the who, when, and where of motivation for their work
as a strategy. Similarly, tech companies are trying to address perceived bias in their industry, and
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working with youth helps the companies as well as the youth. Participants develop necessary
skills, work in new environments and be better prepared for work. This experience benefits the
mesosystem of the company, youth, and many times the youth’s larger community.
Providing youth work-based learning opportunities can benefit the youth and their
communities (Modestino, 2018). Modestino (2018) reported that participation in work-based
learning programs increases civic engagement, which is beneficial to youth and their
communities. Similarly, Symonds et al. (2016) suggested that a young person’s comfort and
ability to talk with people outside of their families and existing networks is connected to post-
secondary success. A safe caring environment where people are committed to one another’s
success is another core element to preparing youth for upward mobility (National Council of
Young Leaders and Opportunity Youth United, 2016). In the law enforcement industry,
engagement in the community and connecting with people from diverse perspectives could help
improve community and police relations and support recruitment into the field (Donohue, 2019).
Donohue (2019) posited that aspects of community policing where officers engage with diverse
stakeholders could ultimately increase diversity in police departments. Engagement should
provide moments of joint activity where young people actively participate in what is happening.
Joint Activity
The opportunity for youth to participate in interactive activities with others helps develop
their higher-order thinking skills while helping them share their ideas and get feedback from
others (Cunningham & Villaseñor, 2016). Working with others helps youth become producers
and develop transferable skills they can apply in other settings (Bandura & Smith, 2002;
Bandura, 2018). The ecology of human development suggests meaningful learning happens
through joint activity, and this process encourages the developing person to seek to perfect the
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skill when the participants are no longer together. Engaging with someone else, even if not doing
the same thing, helps to motivate the youth and enhances their experience (Bronfenbrenner,
1979). This motivation can accelerate the pace and complexity of learning and can carry over
into other spaces and produce more powerful development (Bronfenbrenner, 1979). Motivation,
increased learning, and accelerated development can foster work-readiness and contribute to
future economic growth and mobility.
Autonomy/Transfer of Power
For youth to be better prepared for work, they need opportunities to be in leadership
positions and to make decisions. Some research asserts they need to develop and practice a
variety of skills to be prepared for college and/or work (Hirsch, 2017). The ecological model
posits that the transfer of power is critical to youth development (Bronfenbrenner, 1979). Great
Starts provides opportunities for participants to lead activities, design projects, and facilitate
conversations with others. Moving forward, the commitment and benefits of this practice should
be clearly outlined to fellows and employers to ensure that it is included and fostered throughout
the program.
National Council of Young Leaders and Opportunity Youth United (2018) shared
recommendations for decreasing poverty and posited that youth need “opportunities to learn
leadership skills and play leadership roles, realizing our larger value to society.” Every young
person should have an opportunity not to merely make decisions and feel more than engaged, but
to feel they have some control over an activity or situation. The environment and support
network play an important role in fostering youth success.

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Creating a space for youth to take leadership and ownership and move with authority is a
program goal. The fellows are an integral part of that formula, and the fellows take pride and
pleasure in working with the youth. The fellows provide a space for youth to practice their skills
in a safe space before presenting their ideas to employers or in a new setting. This structure
fosters an environment where youth feel cared for and supported, and they believe they are
developing the necessary skills for future success. A study by National Council of Young
Leaders and Opportunity Youth United (2018) found that core elements for youth to succeed
include caring individuals who provide support, help youth develop and achieve their goals, and
are committed to helping youth succeed. The report also calls out the importance of inspiring
youth and helping them to see themselves as valued members of the community.
Other elements reported to contribute to youth success include opportunities to learn new
skills, develop leadership roles, and opportunities to earn money (National Council of Young
Leaders and Opportunity Youth United, 2018). Findings in the present study indicate youth were
able to develop their skills and earn money. Studies indicate in addition to the immediate
financial benefits, participation in programs like Great Starts increases future earning potential
(Modestino, 2018) and helps youth gain 21st-century skills that employers are seeking (Symonds
et al., 2011). Although youth participants reported gaining skills and learning through the
program, there were requests for additional training and workshop opportunities across
stakeholder groups. Developing projects or work collaboratively with people from different
backgrounds can be challenging, and there should be more intentional efforts to prepare
everyone to work across groups and mindsets and understand how youth develop in the context
of the ecology of human development. In addition to preparing youth for future work
opportunities, the program should address existing gaps in skills and experiences, the lack of
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clarity of expectations, and how attitudes and actions are influenced by participants’ immediate
setting and the larger surroundings.
Ecosystem/Culture of Care
Throughout the interviews and surveys, there were expressions of gratitude for the
relationships developed across stakeholder groups. The ability for participants to feel engaged
and report the program was mutually beneficial is worth noting. Interns and fellows described a
program that fosters and promotes youth success and on numerous occasions recommended that
if someone wanted to replicate the program, they would need to have the passion, care, and
commitment to youth development that exists in the leadership and environment of the program.
Nested Structure
The relationships between the employers, fellows, and interns in the program are closely
aligned with the Bronfenbrenner model. The ecological environment is described as a nested
structure, with the developing person at the center (Bronfenbrenner, 1979). The Great Starts
approach resembles Bronfenbrenner’s nested structure with the intern at the center of the model.
The interns, fellows, and program partners are all part of the ecological system, working together
to help the intern develop and prepare for their future. The ecology of human development
framework promotes interactions across environments and stakeholders (Bronfenbrenner, 1979).
As previously outlined in the Great Starts Equity Framework, youth are at the center of the work,
and the microsystems of family, fellows, employers, and community support them on their
journey.
Based on interviews and survey responses, Great Starts has an effective structure of
support that crosses settings and offers youth both employer and near peer mentors. Research
suggested that there are numerous benefits for work-related mentors. This layered approach
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provides youth with the type of support reported to help them accomplish their goals and develop
their professional identity (DiRenzo et al., 2013). In many ways, the fellows serve as career
counselors, helping interns challenge themselves and define their readiness for work and college
in the future (Stipanovic et al., 2017). Providing diverse mentoring programs is a suggested best
practice, specifically when serving low-income and youth disconnected from school or work
(National Council of Young Leaders and Opportunity Youth United 2018). National Council of
Young Leaders and Opportunity Youth United (2018) argued that youth need mentors from both
similar and different backgrounds to offer hope to overcome challenges as well as those who can
show them different horizons. National Council of Young Leaders and Opportunity Youth
United (2018) posited youth need caring individuals to foster confidence and support to planning
for a successful future.
The nested structure provided layers of support for the youth and allowed for things that
might have gone missed to not be lost. For instance, the fellows noticed when youth had
technology problems, even when they did not indicate they were having challenges. The fellows
saw the impact the virtual environment had on developing relationships and providing extra
support.
Providing mentors and work-based learning opportunities is noted to increase not just
lifetime earnings but help with career aspirations, self-efficacy, and academic achievement
(DiRenzo et al., 2013; Stipanovic et al., 2017). Participate in a mutually beneficial learning
environment aligns with Bronfenbrenner’s (1979) concept of reciprocity. Reciprocity offers the
ability to observe while learning and being connected to someone in the process. The concept of
two-directional interaction between person and environment appears to be a valued strategy in
delivering work-based learning programs. Interns’ access support from the fellows and
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employers helps to foster an environment of success. Providing mentors in this nested approach
helps develop connections with the greater community, which is noted as a key pathway to help
youth succeed both socially and economically. Providing youth with layers of support seems to
make a difference in their lives.
Reciprocity
The Bronfenbrenner model notes letting youth work in a reciprocal manner is beneficial
for their learning and development (Bronfenbrenner, 1979). This exchange allows them to
coordinate activities with another person in a complementary but integral way (Bronfenbrenner,
1979). Depending on the activity, the youth action is likely to be replicated at other times and in
other places. Theoretically, connecting youth with people who serve as mentors could mean that
at some point, the young person will replicate that behavior or action or build on what they
experienced and learned. Using this concept could help explain why some youth who participate
in summer internships and programs become more involved in their community and less engaged
in criminal activities. Connecting young people in a joint activity or reciprocal activity not only
teaches the intern in the moment but has the potential to motivate them to learn and continue
learning when the participants are no longer together.
Community service or service learning has been recommended as a strategy to inspire or
motivate young people by helping them feel valued and providing them with an opportunity to
give back (National Council of Young Leaders and Opportunity Youth United, 2018). Research
findings support the idea, with fellows and interns reporting they enjoyed being able to give back
and make a difference in their community.

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Autonomy
Bronfenbrenner (1979) suggested offering space for youth to lead and organize an
activity fosters a transfer of power and has the potential to build strong positive relationships.
The transfer of power could also increase responsibility which is important for learning and
growing (Bronfenbrenner, 1979).
Beyond financial gains, youth and community experience an ecological transition and
learn to engage in new settings and act in different or new roles (Bronfenbrenner, 1979). The
opportunity for youth to interact with employers nurtures a change in roles, settings, or both and
impacts the ecological environment (Bronfenbrenner, 1979). Ecological transition is beneficial
for all parties because it allows for deeper evaluation and to explore how and if viewpoints
changed. This transition can be helpful and informative, especially after engagement with law
enforcement or tech partners. The move between settings, roles, or both provides increased
opportunities to experience different aspects of engagement, from observational learner to active
participant to leader. The Chicago Apprentice Network (2017) suggested that gaining experience
while learning is a best practice and one to be included in a playbook. According to the ecology
of human development (Bronfenbrenner, 1979), the ability to gain more responsibility increases
learning and development.
As youth design and lead projects with their fellows and in their cohorts, they are
developing a microsystem, while the place where they meet with employers or present their
projects or ask questions of industry representatives serves as another microsystem. The
connecting of microsystems represents the mesosystem (Bronfenbrenner). A young person’s
experience of an ecological transition, have their position in the environment altered because
their role or the setting has changed (Bronfenbrenner, 1979), is a fundamental approach to Great
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Starts. This ecological transition serves youth well, and studies suggest providing opportunities
to develop skills and experience new settings helps participants be better prepared for work in
the future (Afterschool Alliance, 2007).
The participation and often leadership of youth in the social justice movement happening
during the summer of 2020 (Zaveri, 2020; Putnam et al., 2020) demonstrated components of the
ecology of human development. Events happening in exosystems created a shift in the
mesosystems, suggesting youth in the study city were impacted by interactions with police
locally and nationally. It could be argued the social justice movements of the summer
represented what Bronfenbrenner described as the ecological environment, where the growing
person’s immediate settings, as well as the larger surroundings, are deemed relevant to the
developmental process (Bronfenbrenner, 1979). Youth engaging with the police, asked different
questions about police reform and community engagement - influenced by news local and
national. The program fostered a shift in how the youth engaged with law enforcement and their
community. There was an ecological transition, as the social justice movement impacted how
youth moved in their local environment. Great Starts was providing space for youth to develop
relationships and create opportunities for engagement and interaction with a focus on learning
and growing. As interns were working in their microsystems with their fellows, they were
growing, learning and preparing for an ecological transition. Many of the interns attended rallies
and protests and experienced an ecological transition, meaning they changed their roles and
settings (Bronfenbrenner, 1979). This shift impacted engagement, and in the case of some youth
working with law enforcement, it changed the interaction between interns and program partners.

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Recommendations for Practice
Recommendation 1: Provide Meaningful and Relevant Training Across Stakeholder
Groups
The Great Starts program has built a strong foundation for youth to gain work experience
and participate in work-based learning opportunities, but Great Starts and anyone wanting to
implement a work-based learning program should consider what supports are available to
interns, fellows, and program partners before and after the program and not only during the
internship period.
Although many of the interns reported feeling adequately prepared for an internship,
interns, fellows and employers requested and recommended the program do more to prepare
partners and youth for participation in the program. Moving forward, the program could offer
workshops that help youth understand the process to sign up for internships. The workshops
would provide participants an opportunity to gain information and education, to move from what
they think to facts (Clark et al., 2007). The interest from the interns and request for additional
workshops demonstrates a motivation to learn and a growth mindset (Dweck & Molden, 2017).
Participants asked for support with filling out job applications, writing resumes, understanding
what skills they need for different industries, and identifying the transferable skills they learned
that correlate with desired skills employers are seeking. Other requests include lessons on how to
communicate with employers, help understanding and meeting the program’s expectations, and
providing youth with an opportunity to develop basic life skills as well as engage in pre-training
for specialized industries. These requests represent activating emotions (Pekrun, 2017) and has
the potential to improve learning.
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In the 2019 summer report, Great Starts identified preparation as an area for
improvement. Preparation is not limited to the youth, as the 2019 Great Starts summer report
indicates that interns and program partners desired greater preparation for engagement in the
program (Figure 4). The report suggests that more time, resources, and training programs should
be offered across stakeholder groups. Providing workshops prior to a placement can help
facilitate learning in the internship experience. Connecting expectations with language, tools,
experience and practice helps youth and employers become comfortable and promotes learning
and performance (Gallimore & Goldenberg, 2010). Employers could be better prepared through
partnerships that develop shared curriculum, training, and wrap-around services (Gates, 2020;
Modestino, 2018; Nicola et al., 2020; Spiker, 2019). Great Starts should consider developing a
year-round schedule of workshops, training, and engagement for interns, fellows, and program
partners. The workshops could include information on accessing resources that support meeting
basic needs, goal setting, or preparing for work. The year-round engagements could include
career panels, virtual forums, or opportunities for youth to talk with people from different
neighborhoods or backgrounds. These events might help youth prepare for engagement with
diverse stakeholders, explore future career and job opportunities, and prepare for a summer
internship. Figure 16 presents the recommended timeline.

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Figure 16
Great Starts Preparation Timeline

Recommendations from National Council of Young Leaders and Opportunity Youth
United (2018) suggested comprehensive programs are needed for youth, programs that integrate
a myriad of support at all various stages. Programs should consider how to offer comprehensive
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support for youth, not just during an internship but also during the pre-internship phase, helping
youth develop their skills before they begin. Furthermore, programs could consider how to not
just helping participants earn money but also preparing to address social issues (National Council
of Young Leaders and Opportunity Youth United, 2018) that impact them.
To increase the potential for success, the workshops and training should be intentional,
impactful, and collaborative. To achieve intentionality workshops and improve performance,
workshops should provide opportunities to build factual, conceptual, procedural and
metacognitive knowledge (Anderson et al., 2001). The training should utilize a joint activity
model, dyads, triads, or groups—activities where people perceive they are collaborating on an
activity (Bronfenbrenner, 1979). Bronfenbrenner (1979) posited this interaction is important for
learning, motivation, and mastery. By working with a program partner or fellow, the action
builds toward reciprocity. For example, the fellows describe exchanges where they perceive the
activities, interactions, and engagements provided program participants knowledge, confidence,
and preparation for leadership. Program partners asked for increased preparation from Great
Starts and thought the youth could do more to prepare, and 20% of survey respondents indicated
their placement sites could have provided clearer goals for their participation. New program
partners suggested engagement and workshops should start earlier, and to aid in preparation, the
workshops should clarify expectations and offer an opportunity to meet with youth and, in one
case, parents.
Recommendation 2: Provide Opportunities for Interns to Develop and Practice Skills That
Foster Post-Internship Work-Readiness and Economic Mobility
Anyone interested in offering a program similar to the Great Starts should consider
replicating their best practices. Great Starts has embedded in their program strategies reported to
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help youth develop their skills and prepare them for work. Interns, fellows, and program partners
highlighted the projects and skills the interns developed. Furthermore, it appears some fellows
were offered jobs and internships as a by-product of their participation in the program.
Research has suggested building skills and gaining work experience strengthens
economic mobility (Acs et al., 2018). As part of skills development, studies suggest a growth
mindset helps with engagement (Acs et al., 2018), and similar to Bronfenbrenner (1979), the
report posited that increased engagement increases learning and development. The report
supposes this willingness to learn can lead to career advancement.
Programs seeking to offer work-based learning opportunities for youth should create
opportunities for youth to lead projects. Great Starts expects every intern to have some level of
leadership at some point during their internship. In the present study, interns indicated an
appreciation for the ability to lead activities and manage projects. Studies suggest that making
decisions and exercising autonomy are connected to a sense of power and economic success.
If programs wish to create pathways to economic or upward mobility for young people
might include opportunities for skill development, youth to participate in project-based activities
where the interns have some level of autonomy and decision-making power. This type of activity
could promote growth mindsets, increase motivation and improve overall engagement. As
engagement increases, youth build networks and develop skills that foster economic growth and
mobility.
Recommendation 3: Create a Strong Support Network That Promotes an Environment
That Fosters Youth Success
Research and findings from the current study suggest an environment rich with mentors
and caring individuals is important for people to succeed (Beegle, 2003). Great Starts created
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such an environment and should consider documenting the structure, recruitment, and how they
create an environment where so many participants across stakeholder groups describe feeling
valued, cared for, seen, and supported.
Mentors and program support should be able to address the participants’ basic as well as
internship needs (National Council of Young Leaders and Opportunity Youth United, 2018).
Mentors, including program administrators, employers, and fellows, should care about the well-
being of the youth and be willing to provide resources or referrals to services that youth need
(United Nations, 2020). Beegle (2003) suggested people working with youth should “Find ways
to highlight students’ strengths and believe in the learning potential of each child” (p. 17).
Beegle shares the importance of a network of support and the need to build partnerships that
connect youth and their families with resources that address issues associated with poverty.
Beegle argues, the needs of the youth can only be net if someone is aware of the needs, and
understanding the needs requires a discussion, and honest discussions require trust. Building trust
comes through building relationships. Mentors, fellows, and program partners should be
committed to building relationships, getting to know the intern, and meeting the needs that are
uncovered through interaction and conversation.
Programs providing internships or work-based learning environments might consider
building a nested structure that includes mentors from diverse backgrounds and experiences. To
support youth development, work-based learning programs could develop a system of support
similar to that of Great Starts based on the Bronfenbrenner model (1979). Building a system that
centers the youth/intern and building a program of support that provides a mentor or fellow that
connects the youth, their internship, and larger community bolsters youth development
(Bronfenbrenner, 1979).
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The US Partnership on Mobility from Poverty (Acs et al., 2018) reported people who feel
valued in their community and have relatively larger social networks have access to materials
and cultural resources, achieve higher levels of education, and have fewer health problems. The
Measuring Mobility from Poverty Report (Acs et al., 2018) highlights several tools to help
measure a sense of belonging and social networks. The Social Support Convoy Model (Figure
17) resembles the Bronfenbrenner model, and this tool could help teens assess their social
networks and could help them build their support networks. In this model, the inner circle
represents the microsystem, which could be family or, in the case of work-based learning
programs, the people that an intern feels are most important for their success in the internship.
The middle circle represents people who are important to the internship and intern but might not
be as important as a fellow or other identified support. The last circle represents people who are
part of the internship experience and part of the intern’s life but not as close to them as those in
the other circles.

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Figure 17
SPARQ Tools Hierarchal Mapping Exercise

The research suggested that supporting youth success requires meeting social, emotional,
and basic needs (Symonds et al., 2011). Work-based learning programs could explore embedding
diverse mentor experiences to foster a sense of belonging and builds social networks.
Recommendation 4: Prioritize and Invest in a Process, Strategies and Programs That
Work to Decrease Poverty and Wealth Disparities
The number of youths applying for Great Starts nearly doubled in 2020, but the amount
of funding available to provide stipends stayed the same. Some survey respondents indicated
there were fewer opportunities for youth to participate in traditional, in person internships due to
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COVID-19. This increase in youth applicants could negatively impact youth from low-income or
communities of color. More than 64% of survey respondents identified making money as an
intended goal for participation in the program, while 80% indicated they wanted to gain work
experience, and 40% highlighted making a difference or helping others as a priority. Moving
forward Great Starts should prioritize youth who need the resources to meet basic needs to
receive a stipend. Policymakers and funding agencies should consider how the internships
prioritize and invest in efforts that address income and wealth gaps. Programs should minimize
barriers, increase access and participation for youth from underserved communities, low-income
households, and communities of color.
The inability to meet basic needs can be a barrier for youth participation in work-based
learning programs. Providing opportunities for youth participate in paid internships should be a
priority. If funding is a challenge, there should an effort to provide incentives and additional
support to youth, especially youth from low-income households or communities of color. If
youth from these communities are unable to participate due to their need to earn money for basic
needs, that impacts their power and autonomy, key factors for moving out of poverty (Acs et al.,
2018). An individual’s ability to build social capital, have power and control of their lives and
feel valued are believed to increase economic success (Acs et al., 2018a). Youth from low-
income and communities of color often are unable to have decision making power, or make
choices based on what they need in the future, because they have to solve for today’s problems
(Beegle, 2003). Offering youth stipends allows them to feel valued and eliminates the need to
choose between gaining skills through an internship or earning money through a job. Offering no
or minimal pay for internships, supports youth who can work for free and excludes youth who
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need to work to support themselves and sometimes their families. Providing paid opportunities
could potentially decrease income and wealth disparities and address generational poverty.
There are countless studies on generational poverty (Acs et al., 2018; Beegle, 2003;
National Council of Young Leaders and Opportunity Youth United, 2018; Pfeffer & Killewald,
2019) and wealth disparities (Bhutta et al., 2020; TIAA, 2021; Weller & Roberts, 2021). Studies
suggest income inequality in the U.S. has not improved (Bhutta et al., 2020) and many assert
COVID-19 has exacerbated inequity (Brookings Institution, 2020; Inequality.org, 2021; Tech’s
Coveted Internships Are Getting Canceled Due to COVID-19 | TechCrunch, 2020; TIAA, 2021)
Meanwhile, many of the programs created to decrease poverty or eliminate wealth gaps, fail to
deliver on their promises and instead perpetuate the disparities (Beegle, 2003; Kim et al., 2021;
Price, 2020). For some youth their school is not adequately preparing them for employment or
economic success (Casner-Lotto, 2006; Symonds et al., 2011). A myriad of factors connected to
education can perpetuate and even exacerbate income and wealth gaps. In one study 96% of
survey respondents shared they didn’t discuss education in their homes (Beegle, 2003). The
respondents explained dealing with daily problems was a focus and education was not a priority,
because they were focused on survival and growing up (Beegle, 2003).
Research posits where a student lives or their household income could determine the
quality of their educational experience (Rothstein, 2013). Housing policies and segregated
communities are reported to foster inequities in school systems (Rothstein, 2013) making
educational success difficult for some low-income and communities of color. Funding should be
allocated to ensure youth with limited experience, developing skill sets, as well as from diverse
neighborhoods and schools have access to programs (National Council of Young Leaders and
Opportunity Youth United, 2018). Limiting recruitment to certain neighborhoods or schools can
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keep youth who need the opportunity from accessing or participating in programming.
Investments should focus on outreach and engagement as a strategy to impact youth from diverse
communities and experiences.
In addition to funding support for outreach and engagement, resources should help youth
through the process, from applying, to providing training and preparation activities, when needed
(Kim et al., 2021; Price, 2020). The report Measuring Mobility from Poverty (2018) offers an
array of tools to define economic mobility and identify key indicators that lead to success. The
tools shared in the Measuring Mobility from Poverty report (2018) highlight strategies that
should be considered when developing work-based learning programs. Additional studies posit
processes, goals and planning should be intentional and informed by the voices, experiences and
needs of the youth (National Council of Young Leaders and Opportunity Youth United, 2018).
Research suggests poverty impacts how students show up in school and participate in
educational and work-based learning settings (Beegle, 2003). Similarly, studies suggest the
distribution of quality programs is inequitable across students. Furthermore, the use of test scores
and GPA, is a barrier for students of color (Kim et al., 2021). Income and wealth can impact
which youth are prepared for and have access to the educational and work-based learning
opportunities (Kim et al., 2021; Price, 2020). Work-based learning opportunities and paid
internships should prioritize students who need financial assistance, academic support, are from
underrepresented groups, who could benefit from experiential learning as well as students
attending under resourced schools. These programs should find ways to engage youth from low-
income and communities of color to avoid perpetuating or increasing income and wealth gaps.

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Limitations and Delimitations
This study sought to provide information that could transform systems, center youth
perspectives, and as Creswell (2014) noted, address social oppression and confront it
collaboratively with participants who have been marginalized. The intent of the study offers a
limitation, as the values of this study prioritize the impacted and work to amplify the voices of
the oppressed. However, those who have been marginalized are less likely to trust researchers
and thus hesitant to participate in surveys and/or interviews. Exploring the ontology of this study
requires considering the assumptions about realities (Saunders et al., 2019). This study was
framed by the assumption that access to resources and opportunities is inequitable. As a
recommended practice, the perspectives of youth, employers, and the community are centered
(Wilson, 2008). Epistemology is about the assumptions connected to knowledge and how that
knowledge is communicated (Saunders et al., 2019). Knowledge in this study is focused on
learning from those most impacted and gaining understanding from their knowledge.
Based on the desire to center youth voice and engage with low-income or communities of
color, the researcher should consider the issue of minority trust (Patton, 2002). Communities of
color often lack trust in the research process because of the legacy of harm through mistreatment
and sharing inadequate or misleading information.
Additional limitations are associated with the data collection processes, surveys, and
interviews. A major, but common, challenge with surveys is the response rate (Nenty, 2017). In
addition to response rates, there might be challenges with literacy and comprehension in reading
the surveys. Although response rates tend to be higher for interviews, given more time, the study
would have used an explanatory or exploratory phase design to have surveys informed by the
first phase of data analysis.
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Recommendations for Future Research
There are several areas for future research that could be insightful and inform the
development of work-based learning opportunities. Given the diversity of youth who participate
in Great Starts, researchers should consider longitudinal or case studies. The ability to look over
a period of time and at different youth experiences could help shed light on the impact of the
program over time or in the lives of youth from diverse backgrounds and experiences. Future
studies could consider the impact of programming from youth from different neighborhoods,
socioeconomic backgrounds, race, ethnicity, family structures, gender, or academic performance.
Additionally, there could be a study and interviews from youth who are underrepresented in
internship programs – exploring different strategies for engagement with youth across industries.
Specifically, hard to reach or disconnected youth.
Other questions to explore are the long-term impacts of work-based learning programs on
communities as well as participants. Although numerous studies talk about the potential of work-
based learning opportunities to increase lifetime earnings and highlight how work-based learning
opportunities encourage civic engagement, case studies on participants in Great Starts alumni
could share more specific information on the impact in the lives of participants as well as their
environment and other stakeholders. Information from this study could help define best practices
and inform discussions about income and wealth outcomes.
Furthermore, future research could consider the impact of programming on the fellows or
employers to examine the mesosystem of the work-based learning opportunities. Things to
consider include the diversity of businesses that participate in the program or following the
fellows and reporting how many fellows return, if they believe their job prospects or future
opportunities improved as a result of participating in the program. Specifically, a study of the
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fellows could explore how they came to the program and review if there are certain
characteristics that fellows share.
Another area for future study includes examining the long-term impact of COVID-19 on
skills development, including building networks and social skills. Many of the participants noted
a lack of connectivity to each other and an inability to engage with others. A future study could
review how the limited opportunities for in-person placements, or the increase in online
internships; affected the ability to develop interpersonal skills; and if improved digital literacy or
the ability of youth to send memos, write emails or how they use technology.
A challenge to explore in the future is how to allocate resources for work-based learning
programming. Research can explore who and what activities resources are allocated for in
programming. A review of funding should include how much is used for outreach and
engagement, as well as preparation and the application process. Findings could offer
recommendations on how to manage programming when the need is greater than the availability
of opportunities, specifically paid internships. If there is scarcity of resources, programs,
specifically government funded programs need strategies to help determine what to subsidize.
Future research could explore work-based learning opportunity models and make
recommendations to increase support for diverse youth. Models could explore different
motivating factors, intrinsic and extrinsic to inform a framework that helps stretch funding for
maximum impact. The framework could consider intersectional identities and influences. An
effective framework will outline how to engage youth across a spectrum of needs, experiences
and backgrounds. The framework could consider scenarios that explore how youth of color from
affluent households with strong social networks might have different needs than a low-income
youth of color, who is struggling academically and has limited access to social capital. Although
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there is a data on the disparities in career technical education and college prep coursework, there
is limited discussion or studies on how to advance programs that serve youth across
neighborhoods, schools or socioeconomic groups.
Lastly, research could also revisit the Great Starts program and report any changes or
modifications made to the program, as well as growth over time. In the proposed study, Great
Starts could outline how they foster the culture of support and care that was highlighted in the
study. The ability to create an environment of caring individuals is noted to improve outcomes
for young people and communities, and future research could help increase the number of
programs providing this much-needed support.
Conclusion
This study explored the benefits, impacts, and the potential of work-based learning
programs. Over 100 survey respondents, as well as interviews of employers and fellows in the
Great Starts program, contributed to the findings highlighted in the current paper. Much of the
findings align with literature on the impact and importance of work-based learning programs on
youth development, skills acquisition, community engagement, and talent pipelines.
Findings in the study can contribute to the development of programs that support a
diverse population of youth, including socioeconomic, skills, and race/ethnicity. At a time when
academic, wealth, income, and economic disparities not only persist but, in some cases, seem to
worsen, there is a need to do more to support low-income and communities of color. This study
offers strategies and best practices to create programs that benefit youth and have the potential to
build systems of support that extend beyond the internship and the intern.
COVID-19 impacted the number of internships and types of internships available for
youth. The challenges connected to virtual internships, the importance of relationships and the
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need for a nested structure were laid bare through this program. Across stakeholder groups,
participants noted the need to feel connected and face-to-face with each other, and without that,
something was lost. Nonetheless, in general, participants felt the program was still meaningful
and would impact the future of youth and help them prepare for economic mobility.
Getting paid was important to participants but not the only factor influencing their
participation in the program. Participating in paid work-based learning programs helps youth
earn money now, increases their lifetime earnings, and supports the development of skills
necessary for future employment. Similarly, work-based learning opportunities have the potential
to help businesses increase their bottom line by connecting them with young people from their
community, building a talent pipeline, and increasing the number of young people, specifically
those of diverse backgrounds, who are work ready. Additionally, the process should align with
the mission and intended goals of the program. Diversity is said to increase productivity and
boost income, but beyond these surface-level gains, diversity in the workplace can improve
outcomes for youth and communities. The ability to achieve a more equitable and just society
lives in the people who live and work in the community, work-based learning activities provide
opportunities for young people to prepare for their future and lead society. The investment in
work-based learning opportunities helps youth develop skills, build networks, and earn money,
but more importantly, it lays the foundation for what the future of communities will do and be
for those who live in them. The sense of belonging and the desire to build community that these
programs offer young people through social and human capital is worth the cost of time and
resources.
132

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Appendix A: Y outh Survey Protocol
Research Questions:
- RQ1: What do youth and community leaders feel have been the benefits and challenges
of implementing the program?
- RQ2: What do students and community leaders feel is needed in order to address
disparities in work-based learning opportunities for school youth from low-income and/or
minority communities?
- RQ3: How has Covid-19 affected youth and community leader experience in the
program?

Target Population: program participants

Table A1
Youth Survey Protocol
Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
Great Starts
hires youth
from diverse
backgrounds
Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree

RQ2
If eligible, I
would
participate in
the program
again?
Closed Ordinal Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree

146

Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
How important
do you think
diversity is to
other
programs/inter
nships serving
youth?
Closed Ordinal Extremely important
Very important
Somewhat important
Not so important
Not at all important

RQ2
It is easy for
youth to find
work-based
learning
programs to
participate in.
Closed Ordinal Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree
RQ2
Great Starts
provides
opportunities
for youth to
develop their
skills
Closed Ordinal Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree

RQ2
Where were you
placed (What
group did you
work in?)

Open N/a RQ1
Overall, how
would you rate
your
experience in
Great Starts
this summer?

Closed Ordinal Excellent
Very good
Good
Fair
Poor
RQ1
How well did the
job duties you
were given
match your
knowledge and
skills?

Closed Ordinal Extremely well
Very well
Somewhat well
Not so well
Not at all well

RQ1
What goals did
you want to
accomplish as
a result of this
experience?
Closed Nominal Experience
Make money
Keep busy
Helping others
Making a difference
RQ1 Achievement
emotions

Mindset
147

Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
How
comfortable
did you feel
asking
questions
during your
internship?

Closed Ordinal Extremely
comfortable
Very comfortable
Somewhat
comfortable
Not so comfortable
Not at all
comfortable

RQ2
How much did
you learn
during your
internship?

Closed Ordinal A great deal
A lot
A moderate amount
A little
None

RQ1
What skills or
knowledge did
you develop
during their
internship?

Open N/A RQ1 Youth gain
meaningful
employ-
ment
experiences
How could those
skills be useful
in other areas
in their life?

Open N/A RQ1
How likely is it
that you would
recommend
this program to
a friend or
someone else?

Closed Ordinal Scale 1 (Not at all
likely)–10
(extremely likely)
RQ2
How important
are each of
these factors
on why you
want to work?
Experience
Make money
Keep busy
Helping others
Making a
difference
Closed Ordinal Extremely important
Important
Somewhat important
Not so important
Not at all important
RQ1
148

Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
What could have
done to help
you better
prepare for the
internship?

Open N/A RQ1 Achievement
emotions.

Mindset
It was a easy to
find
opportunities
for work-based
learning
opportunities
during
COVID-19?

Closed Ordinal Scale 1 (Not at all a
easy)–10
(extremely easy)
RQ3
How do you
think COVID-
19 affected
your
experience in
the program?
Open N/A RQ3 Employers
provide
opportuniti
es for
diverse
groups of
youth

How could the
program be
improved?
Open N/A RQ1 Achievement
emotions.
Mindset

Anything else
you would like
to tell us about
your internship
experience?
Open N/A
149

Appendix B: Employer Survey Protocol
Research Questions:
- RQ1: What do youth and community leaders feel have been the benefits and challenges
of implementing the program?
- RQ2: What do students and community leaders feel is needed in order to address
disparities in work-based learning opportunities for school youth from low-income and/or
minority communities?
- RQ3: How has Covid-19 affected youth and community leader experience in the
program?

Target Population: Employers and Community-Based Programs that hosted a youth cohort in
Summer 2020

Table B1
Employer Survey Protocol
Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
Great Starts
hires youth
from diverse
backgrounds
Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree
RQ2
How important
is diversity to
your
organization?
Closed Ordinal Extremely
important
Very important
Somewhat
important
Not so important
Not at all
important
RQ2
150

Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
It is easy for
youth to find
work-based
learning
programs to
participate in.

Closed Ordinal Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree
RQ2
Great Starts
provides
opportunities
for youth to
develop their
skills.

Closed Ordinal Strongly agree
Agree
Neither agree or
disagree
Disagree
Strongly disagree
RQ2
Overall, how
would you rate
your
experience as a
partner with
Great Starts
this summer?

Closed Ordinal Excellent
Very good
Good
Fair
Poor
RQ1
How well did the
job duties
given youth
match their
knowledge and
skills?

Closed Ordinal Extremely well
Very well
Somewhat well
Not so well
Not at all well

RQ1
What goals do
you think the
youth wanted
to accomplish
as a result of
this
experience?

Closed Nominal Gain work
experience
Make money
Keep busy
Help others
Make a difference
RQ1 Achievement
emotions.

Mindset
How much you
think the youth
learned during
their
internship?
Closed Ordinal A great deal
A lot
A moderate
amount
A little
None
RQ1
151

Question Open or
closed
Level of
measurement
Response options
(if close-ended)
RQ Concept
What skills or
knowledge did
youth develop
during their
internship with
your
organization?

Open N/A RQ1 Youth gain
meaningful
employment
experiences
How could those
skills be useful
in other areas
in their life?

Open N/A RQ1
How likely is it
that you would
recommend
this program to
another
organization?

Closed Ordinal Scale 1 (Not at all
likely)–10
(extremely
likely)
RQ2
What could be
done to help
you better
prepare for the
internship?

Open N/A RQ1 Achievement
emotions

Mindset
It was easy to
create
opportunities
for work-based
learning
opportunities
during
COVID-19?
Closed Ordinal Scale 1 (Not at all
easy)–10
(extremely
easy)
RQ3
How do you
think COVID-
19 affected the
internship
experience??
Open N/A RQ3 Employers provide
opportunities for
diverse groups of
youth
Anything else
you would like
to tell us about
your internship
experience?
Open N/A
152

Appendix C: Interview Protocol for Fellows/Senior Fellows
Introduction
- Interviews should be recorded; participants are asked if they are okay with the interview
being recorded
- Interviews are scheduled for 1-hour time blocks, participants are reminded about the time
commitment
Opening question Interviewer introduces themselves and ask the participant(s) to introduce
themself(ves)
Move on to content questions
Engage in probes and conversational strategies

Research Questions:
RQ1. What do youth and community leaders see as benefits and challenges of
implementing work-based learning programs?

RQ2. What do students and community leaders feel is needed in order to address
disparities in work-based learning opportunities for school youth from low-income and/or
minority communities?

RQ3. How has Covid-19 affected youth and community leader experience in the
program?

153

Respondent Type: Fellows and senior fellows who participated in the Summer 2020 cohort will
be identified to participate in the interviews. Fellows from different projects, backgrounds and
experiences will be prioritized for participation/invitation.

Table C1
Interview Protocol for Fellows/Senior Fellows
Interview question Potential probes RQ Concept Q Type
(Patton)
Please state your name,
grade level, and school,
the name and location
of the organization for
which you worked over
the summer.
Background
What goals did you want
to accomplish as a
result of this
experience? Did you
achieve them?

Did you want to make
money, gain
experience, help
someone?
RQ1 Achievement
emotions.

Mindset
Background
What tasks or
responsibilities were
assigned to you? How
much time did you
spend on each task or
responsibility?
Did you spend much
time with the interns?
Did you connect with
their families? In
addition to your own
experience, what
would you say about
the youth/interns in
the program?
RQ2 Youth gain
meaningful
employment
experiences
Families
encourage
youth to
explore
Opinion
How did the tasks and
responsibilities assigned
to you change during
your time at the
organization?
Did someone talk to
you about the
changes? Ask you if
you could do the
work?
RQ2 Youth gain
meaningful
employment
experiences
Opinions
154

Interview question Potential probes RQ Concept Q Type
(Patton)
How prepared do you
feel the interns/youth
you worked with
prepared for the
program?
Could more have been
done to help you
prepare?
RQ1 Achievement
emotions.

Mindset
Feelings
What skills or knowledge
did the youth you work
with bring to the
internship?
Where did you see
those
skills/knowledges?
How did this impact
their experience?
RQ1 Community
partners
provide
guidance and
training
Experience
What skills or knowledge
did you see youth
develop during their
internship? How could
those skills be useful in
other areas in their life?
How could they be
useful? How would
you use them?
RQ1 Youth gain
meaningful
employment
experiences
Opinions
What were your
interactions with the
interns in the program?

Did you work closely
with them? About
how much of your
time did you spend
interacting with the
interns? Did they ask
you questions? How
do you feel you were
treated?
RQ2 Achievement
emotions.

Mindset
Experiences
What modifications do
you think had to be
made to offer the
program in light of
COVID-19?
Did the youth need
extra support? How
did others at the
organization help you
prepare to support the
youth?
RQ3 Achievement
emotions.

Mindset
Experiences
What did youth do if they
did not know how to
perform a task or
responsibility?
Do you have an
example of a time
when that happened?
RQ2 Achievement
emotions.

Mindset
Behaviors
155

Interview question Potential probes RQ Concept Q Type
(Patton)
What do you think
participants need to be
successful in this
program?
Tell me more.
What type of attitude
does an intern need to
be successful at that
org? Who is an
example of a success
to you? Share why.
RQ2 Achievement
emotions.

Mindset

What role do you think
COVID-19 had on the
experience of
participants in the
program?
How do you think
COVID-19 changed
the program? Do you
think the youth had a
different experience
because of COVID-
19? What was good
about it? What would
you have changed?
RQ3 Employers
provide
opportunities
for diverse
groups of
youth
Opinions
How do you feel about
the impact the
experience had on the
participants?
How do you think the
participants felt about
the program? Did you
enjoy the experience?
What did you like
about it? What would
you have changed?
RQ1 Employers
provide
opportunities
for diverse
groups of
youth
Feelings
Based on your
experiences, what kinds
of questions should an
intern ask to be
successful?
What did you learn?
How did this help you
at work and
potentially in other
endeavors?
RQ2 Behaviors
What would you tell
someone about
participating in the
program?
How do you feel about
your experience?
How would you
explain that to
someone else?
RQ1 Achievement
emotions.

Mindset
Feelings

156

Appendix D: Document Analysis Sample Coding Rubric (WBL Offerings)
1 2 3 4
Skill set Identifies two or
skills that need
to be met for
the opportunity
Identifies at least
one required
skill set
Certain GPA, age
or grade level
No requirements
Diversity Names one type
of diversity,
race, skill, sets,
Names 2 types of
diversity, race,
skill, sets,
Names 3 types of
diversity, race,
skill, sets,
Intentionally
serving the
most
underserved,
including youth
with limited
skills,
challenging
attitudes or
those
disproportionat
ely impacted by
inequity.
Experience Requires
references to
verify
experience or
something
Requires
12months or
more of
experience
Requires 6–12
months of
experience
Requires no
previous
experience
Selection
Process
Requires
completing an
application,
experience, and
or specific skill
set or
educational
level.
No requirements
(residency and
age)
157

1 2 3 4
Pipeline
programs
typically
focus on
strategies to
intervene in
the
educational
pipeline to
increase
opportunities
youth to enter
careers
Operates in a
silo, with few
opportunities
across agencies
or developing a
learning
community
among agencies
to share best
practices and
other insights
from each
program’s
efforts.

Beginning to
partner with
others and work
to enhance
students’
academic
achievement

A well-
articulated and
comprehensive
program
conducted in
partnership
between
multiple

Comprehensive
partnerships
that enhance
students’
learning and
prepare youth
for post-
secondary
success.
Mission No mission
statement or
statement to
support youth
from diverse
backgrounds
The mission
statement
clearly specifies
a commitment
to providing
opportunities to
support diverse
groups or
provide a
variety of
experiences
The mission
statement
clearly specifies
a commitment
to providing
opportunities to
support diverse
groups and
provide a
variety of
experiences
The mission
statement
clearly specifies
a commitment
to providing
opportunities to
support diverse
groups of youth
and provide a
variety of
experiences.
Addresses the
what, how and
who.
Duration One-time
opportunity, that
lasts for 6
months or less
Ability to
participate more
than once and/or
up to a year.
12–18 months of
program
offerings.
Opportunity for
multi-year
engagement.

Abstract (if available)

Abstract A mayor of a metropolitan city launched an initiative to provide paid work-based learning opportunities for diverse groups of youth. Although the city has a booming economy, not everyone is benefitting. Youth from low-income and/or minority communities have disparate access to work-based learning opportunities (Symonds et al., 2011). The initiative provides opportunities for youth to develop skills and gain work experience. Nationally, there are calls for an increase in work-based learning opportunities focused on learning and not just working (Casner-Lotto, 2006). Early work experience can improve a young person’s ability to obtain employment, increase their future earning potential (Modestino, 2018), and prepare them for success in the workforce (Symonds et al., 2011). This study explored the impact of the aforementioned initiative based on feedback from youth, community, and employers. Findings suggest work-based learning opportunities should be available for diverse groups of youth and provide diverse experiences, connected to the future of work. Additionally, programs providing internships or work-based learning environments should consider building a nested structure that includes mentors from diverse backgrounds and experiences. When there is a scarcity of resources, youth from under-served, underrepresented groups should be prioritized. Programs should avoid perpetuating and replicating inequities present in traditional education systems and under resourced schools. Moving forward programs should develop processes and strategies that work to decrease poverty and wealth disparities.

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Asset Metadata

Creator Davis, Sheryl Evans (author)

Core Title Getting paid: the promise of paid work-based learning opportunities for youth

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2021-12

Publication Date 09/17/2021

Defense Date 07/30/2021

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

Tag College,communities of color,Community,diverse backgrounds,economic disparities,Education,employers,employment,equity,future work,High School,income gaps,internships,Learning,low-income,mentors,OAI-PMH Harvest,post-secondary success,preparation,resources,stipends,Technology,work readiness,work-based learning,youth

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Henfield, Malik (committee chair), Hirabayashi, Kimberly (committee chair), Malloy, Courtney (committee chair)

Creator Email sherylda@usc.edu,sherylevansdavis@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC15919473

Unique identifier UC15919473

Legacy Identifier etd-DavisShery-10074

Document Type Dissertation

Format application/pdf (imt)

Rights Davis, Sheryl Evans

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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