Background: Internships for college students can enhance their grades, skills, and employment prospects, but finding and completing an internship sometimes requires considerable resources. Consequently, before postsecondary institutions consider mandating this high-impact practice, more evidence is needed regarding the various obstacles students face as they seek an internship. Focus of Study: The purpose of this study was to document the prevalence and nature of obstacles to securing a college internship and how these factors interact in the lives of particular students. Field theory is used to highlight the ways that structural inequalities and forms of capital serve to facilitate or constrain access to an internship experience. Population: The participants in this study included students attending five postsecondary institutions—three comprehensive universities, one historically Black college and university (HBCU), and one technical college in the U.S. states of Maryland, South Carolina, and Wisconsin. Research Design: This concurrent mixed-methods study included the collection of survey (n = 1,549) and focus group and interview (n = 100) data from students who self-selected into the study. Given that this is a descriptive study, the aim was to document student experiences with obstacles to internships using varied sources of data. Data Collection and Analysis: Data were collected via an online survey (with a 26% response rate) and in-person focus groups or interviews at each campus. Data were analyzed using inductive thematic analysis, social network analysis, and logistic regression techniques and interpreted in ways that highlight the situated and critical role of capital and structure in shaping opportunity and behavior. Findings: Among the 1,060 (69%) survey respondents who reported not having had an internship, 638 indicated that they had in fact wanted to pursue an internship but could not because of the need to work, a heavy course load, insufficient positions, and inadequate pay. The role of financial, social, and cultural capital also impacted students differentially depending on their majors, socioeconomic status, race, and geographic location, highlighting how context and enduring systemic forces—and not solely the possession of capital(s)—intersect to shape students’ abilities to pursue an internship. Conclusion: Internships are not universally accessible to all college students and instead favor students who have access to financial, social, and cultural capital while also being positioned in particular majors, geographic locations, and institutions. Before actively promoting internships for their students, colleges and universities should secure funding to support student pay and relocation costs, identify alternative forms of experiential learning for working students, and engage employers in creating more in-person and online positions for students across the disciplines.

Gender disparities in participation in many STEM fields, particularly computer science, engineering, and physics, remain prevalent in Western societies. Stewart-Williams and Halsey contend that an important contributor to these disparities is gender differences in career-related preferences that are driven partly by biology. We argue that Stewart-Williams and Halsey understate the influence of cultural factors in shaping these preferences. We provide evidence for an important and overlooked cultural factor that contributes to gender disparities in computer science, engineering, and physics: masculine defaults. Masculine defaults exist when cultures value and reward traits and characteristics associated with the male gender role and see them as standard (Cheryan & Markus, 2020). We provide examples of how changing computer science, engineering, and physics cultures can decrease gender disparities in participation. Finally, we discuss policy implications, specifically the importance of (1) recognizing that preferences for STEM are malleable and (2) addressing exclusionary cultures of STEM fields. Recognizing and changing exclusionary STEM cultures are important for creating a society that is more just and equitable.

Implicit bias is one of the most successful cases in recent memory of an academic concept being translated into practice. Its use in the National Science Foundation ADVANCE program—which seeks to promote gender equality in STEM (science, technology, engineering, mathematics) careers through institutional transformation—has raised fundamental questions about organizational change. How do advocates translate theories into practice? What makes some concepts more tractable than others? What happens to theories through this translation process? We explore these questions using the ADVANCE program as a case study. Using an inductive, theory-building approach and combination of computational and qualitative methods, we investigate how the concept of implicit bias was translated into practice through the ADVANCE program and identify five key features that made implicit bias useful as a change framework in the academic STEM setting. We find that the concept of implicit bias works programmatically because it is (1) demonstrable, (2) relatable, (3) versatile, (4) actionable, and (5) impartial. While enabling the concept’s diffusion, these characteristics also limit its scope. We reflect on implications for gender theories of organizational change and for practitioners. © 2021 by The Author(s).

Despite the growing population of youth identifying with a transgender or nonbinary gender identity, research on gender-diverse individuals' educational outcomes is limited. This study takes advantage of the first nationally representative, population-based data set that includes measures of gender identity and educational outcomes: the High School Longitudinal Study of 2009. Using minority stress and structural symbolic interactionist frameworks, we examine the association between gender identity and high school and college educational outcomes. We compare the educational outcomes of gender-diverse youth-binary transgender, nonbinary, and gender unsure-with those of cisgender youth, and also examine differences within the gender-diverse population. Given the strong link between minority stress and educational experiences among gender-diverse youth, we examine differences in outcomes before and after accounting for school belonging and emotional distress. We also account for individuals' social-structural location, arguing that social positionality shapes both gender identity and educational outcomes. Results indicate important differences in educational outcomes within the gender-diverse population: Whereas binary transgender and gender-unsure youth exhibit educational disadvantage, relative to cisgender youth, nonbinary youth do not. The gender-unsure disadvantage remains even after accounting for differences in social-structural location and social-psychological factors associated with minority stress.

Four studies reveal that offering diversity awards (i.e., awards for applicants from marginalized groups) has unintentionally negative implications for equity. Across the four studies, applicants from marginalized groups were more likely to select the more lucrative award when two unrestricted awards were offered (Study 1: adults from racial groups underrepresented in U.S. colleges who were recruited from Amazon Mechanical Turk, N = 168; Studies 2–4: college women, N range = 152–628). However, the presence of a less lucrative diversity award caused applicants to apply for and prioritize diversity awards over more lucrative unrestricted awards. Fit, or how much applicants felt the award was for someone like them, mediated their increased likelihood of applying for diversity awards over unrestricted awards. These findings suggest that diversity awards may inadvertently siphon applicants from marginalized groups out of application pools for unrestricted awards. Greater examination of unrestricted awards is needed to increase their attractiveness and fit, especially in instances when diversity awards are also offered.

Ansolabehere and Hersh and others have examined the reported voting behavior of survey respondents using a variety of validation methods, including matching with national voter files provided by outside vendors. This analysis provides the first examination of a thirty-year national longitudinal study and compares the insights obtained from this longitudinal analysis to two 2016 national cross-sectional studies of voting behavior using structural equation modeling. We find that respondents of the longitudinal study overreport at lower rates than respondents in our 2016 samples, and the traditional predictors of overreporting such as political interest, engagement, and partisanship predict overreporting among respondents in both our longitudinal and 2016 short-term panel studies, but our longitudinal data include novel predictors of overreporting such as parent socialization factors. We conclude with a discussion of the phenomenon of overreporting in surveys and how survey accuracy becomes increasingly important for both the public and policymakers in an era of decreasing trust in institutions and expertise.

Internships are a form of experiential learning whereby students can apply and practice their skills in a professional setting while gaining career and life experience. This study explored internship experiences among students attending an Historically Black College and University (HBCU) in the Southeastern region of the U.S. Using Grounded Theory, 18 students participated in in-person small group interviews at Time 1 and 11 participated in follow-up individual phone interviews 1 year later at Time 2. The grounded theory that emerged from the data depicts the process by which students engaged with, and made meaning from, the internship process. Participants are unique individuals with individual and contextual factors that impact the values and beliefs they bring to the internship process. The internship application process is complex, and support from important others, limitations to internship opportunities, and financial considerations impact students’ experiences. These experiences shape perceptions regarding the value of internships, which informs students’ future projections. In combination, the internship process is a process that unfolds over time and in which students’ experiences mutually influence and inform one another. Implications for internship employers and higher education institutions, applications to career theory, and future directions for research are discussed.

Studies have demonstrated that utilizing spacing (spreading out study sessions at regular intervals) and self-testing strategies are optimal for learning. While some applied work has examined the relationship between these strategies on general academic achievement, there is still a need to explore how both spacing and self-testing are related to course-level learning outcomes. The goal of this study was to examine whether utilizing spacing and self-testing strategies was related to final course grade. Participants were asked to report the study strategies they utilized during the course. We found no relationship between using spacing strategies and final course grade. However, self-testing was significantly related to higher final course grades. The relationship between self-testing and final course grade remained significant even after accounting for demographic differences and prior academic achievement. Our results suggest that self-testing strategies can enhance learning even in a highly structured course. © The Author(s) 2018.

Individuals who are strongly fused with a group view the group as self-defining. As such, they should be particularly reluctant to leave it. For the first time, we investigate the implications of identity fusion for university retention. We found that students who were strongly fused with their university (+1SD) were 7-9% points more likely than weakly fused students (-1SD) to remain in school up to a year later. Fusion with university predicted subsequent retention in four samples (N = 3,193) and held while controlling for demographics, personality, prior academic performance, and belonging uncertainty. Interestingly, fusion with university was largely unrelated to grades, suggesting that identity fusion provides a novel pathway to retention independent of established pathways like academic performance. We discuss the theoretical and practical implications of these findings.

Over the last decade, psychological interventions, such as the values affirmation intervention, have been shown to alleviate the male-female performance difference when delivered in the classroom, however, attempts to scale the intervention are less successful. This study provides unique evidence on this issue by reporting the observed differences between two randomized controlled implementations of the values affirmation intervention: (a) successful in-class and (b) unsuccessful online implementation at scale. Specifically, we use natural language processing to explore the discourse features that characterize successful female students’ values affirmation essays to gain insight on the underlying mechanisms that contribute to the beneficial effects of the intervention. Our results revealed that linguistic dimensions related to aspects of cohesion, affective, cognitive, temporal, and social orientation, independently distinguished between males and females, as well as more and less effective essays. We discuss implications for the pipeline from theory to practice and for psychological interventions. © The Author(s) 2021.