Understanding what motivates first-generation doctoral students (FGDS)—whose parents or primary caregivers did not attend college—is critical for improving graduate retention. While prior research has examined first-generation undergraduates, less is known about FGDS in the social and behavioral sciences. Guided by Self-Determination Theory and Relationships Motivation Theory, this study analyzed interviews with 18 sociology PhD students (9 FGDS, 9 continuing-generation doctoral students [CGDS]). FGDS emphasized relatedness rooted in community commitments, whereas CGDS prioritized autonomy and competence through research goals. Sociology served as a motivational conduit for both groups. Findings inform admissions, mentorship, and institutional supports that promote equity and persistence.

This study examines whether virtual internships serve as a viable alternative to in-person work-based learning opportunities, and, if so, for whom and in which specific dimensions. Drawing on a large-scale survey ( N =11,009) and administrative data collected from 17 U.S. postsecondary institutions during the 2020-2021 academic year, the research compares the experiences of historically marginalized students in virtual and in-person internships to those of their non-marginalized counterparts across access, program quality, and outcomes. Findings from a Latent Profile Analysis indicate that while most virtual interns (86%) participate in programs of comparable quality to in-person formats, this parity breaks down at the extremes, with virtual interns overrepresented in under-resourced experiences and underrepresented in high-quality, long-term placements. Regression analyses further reveal that racial minorities and students with moderate work commitments experience smaller gaps in either participation, learning quality, or outcomes in virtual internships. However, rural students, other racial minority groups, women, and those with extensive work commitments face equivalent or amplified barriers in either access to or quality of virtual learning experiences. These asymmetrical distribution patterns highlight important nuances concerning technology-fueled internships as universal equity solutions, offering implications for stakeholders designing inclusive work-based learning ecosystems. • This study examines virtual internships as alternatives to in-person opportunities across access, quality, and outcomes. • 86 % of virtual interns participate in educationally structured programs at rates comparable to in-person counterparts. • However, 14 % are overrepresented in lower-quality roles or underrepresented in long-term, high-quality programs. • Racial minorities and moderately working students experience smaller gaps in virtual internships. • Rural, women, and extensively working students face sustained or amplified barriers, requiring targeted equity efforts.