Previous studies have shown that students who participated in an internship have (a) greater motivation, (b) higher GPA, and (c) greater potential for employment. Based on these findings, clear benefits accrue to students who participate in education programs that include an appropriately focused internship course in their program of study. A gap in educational literature exists in exploring the professional roles of internship stakeholders and identity formation among students. Internships create an ideal space for identity development. Using a mixed methods approach, 111 students were surveyed, and 11 students were interviewed after their internship. The results indicated that students had learned a great deal over the internship that they could not learn in the classroom especially in the areas of communication and motivation. Their identity development is examined especially in regard to supports and barriers of the internship.
|Commitee:||Gonzalez, Juan Carlos, Wandeler, Christian, Bleicher, Robert E.|
|School:||California State University, Fresno|
|Department:||Educational Research and Administration|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Vocational education, Educational leadership, Educational sociology|
|Keywords:||Career, Career pathways, Career technical education, Community college, Internships, Work-based learning|
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