{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/106201"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/106201","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Exploring internship barriers at a midwestern HBCU : a qualitative study","abstract":"This dissertation explores the participation dynamics of BIPOC students in voluntary paid internships at a Midwestern HBCU, highlighting critical systemic barriers and the effectiveness of support systems. The study was prompted by a recognized gap in engagement among BIPOC students despite available internship opportunities. This research aimed to identify and analyze the barriers, motivations, and institutional supports affecting these students' decisions to engage in internships, contributing to the discourse on equitable access to such programs. Employing a qualitative methodology and constructivist paradigm, I gathered data through interviews with current and past internship participants and qualified non-participants. The results revealed systemic barriers, support system effectiveness, and student motivations. Factors that hindered internship participation included financial constraints, inadequate institutional support, and limited social capital. The study further highlights how robust mentorship and comprehensive career services could mitigate these barriers. The implications suggest targeted institutional strategies at HBCUs to foster inclusivity and accessibility of internships and to adopt and evaluate policies that address the specific challenges faced by BIPOC students. Academic policies might better integrate internship experiences seamlessly into the curriculum in ways that ensure these opportunities are both visible and attainable to all students, irrespective of their socioeconomic backgrounds.","abstract_html":"This dissertation explores the participation dynamics of BIPOC students in voluntary paid internships at a Midwestern HBCU, highlighting critical systemic barriers and the effectiveness of support systems. The study was prompted by a recognized gap in engagement among BIPOC students despite available internship opportunities. This research aimed to identify and analyze the barriers, motivations, and institutional supports affecting these students' decisions to engage in internships, contributing to the discourse on equitable access to such programs. Employing a qualitative methodology and constructivist paradigm, I gathered data through interviews with current and past internship participants and qualified non-participants. The results revealed systemic barriers, support system effectiveness, and student motivations. Factors that hindered internship participation included financial constraints, inadequate institutional support, and limited social capital. The study further highlights how robust mentorship and comprehensive career services could mitigate these barriers. The implications suggest targeted institutional strategies at HBCUs to foster inclusivity and accessibility of internships and to adopt and evaluate policies that address the specific challenges faced by BIPOC students. Academic policies might better integrate internship experiences seamlessly into the curriculum in ways that ensure these opportunities are both visible and attainable to all students, irrespective of their socioeconomic backgrounds.","abstract_has_math":false,"creators":["Garrett-Jordan, Elizabeth"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational Leadership and Policy (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Morris, Casandra Harper"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T03:07:35Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/106201"],"render_values":[{"text":"https://doi.org/10.32469/10355/106201","href":"https://doi.org/10.32469/10355/106201","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/106201","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Morris, Casandra Harper"]},{"key":"dc:creator","label":"Author","values":["Garrett-Jordan, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-11-12T19:30:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-11-12T19:30:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/106201"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/106201"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the participation dynamics of BIPOC students in voluntary paid internships at a Midwestern HBCU, highlighting critical systemic barriers and the effectiveness of support systems. The study was prompted by a recognized gap in engagement among BIPOC students despite available internship opportunities. This research aimed to identify and analyze the barriers, motivations, and institutional supports affecting these students' decisions to engage in internships, contributing to the discourse on equitable access to such programs. Employing a qualitative methodology and constructivist paradigm, I gathered data through interviews with current and past internship participants and qualified non-participants. The results revealed systemic barriers, support system effectiveness, and student motivations. Factors that hindered internship participation included financial constraints, inadequate institutional support, and limited social capital. The study further highlights how robust mentorship and comprehensive career services could mitigate these barriers. The implications suggest targeted institutional strategies at HBCUs to foster inclusivity and accessibility of internships and to adopt and evaluate policies that address the specific challenges faced by BIPOC students. Academic policies might better integrate internship experiences seamlessly into the curriculum in ways that ensure these opportunities are both visible and attainable to all students, irrespective of their socioeconomic backgrounds."]},{"key":"dc:title","label":"Title","values":["Exploring internship barriers at a midwestern HBCU : a qualitative study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Morris, Casandra Harper"],"dc:creator":["Garrett-Jordan, Elizabeth"],"dc:date.accessioned":["2024-11-12T19:30:04Z"],"dc:date.available":["2024-11-12T19:30:04Z"],"dc:date.issued":["2024"],"dc:description.abstract":["This dissertation explores the participation dynamics of BIPOC students in voluntary paid internships at a Midwestern HBCU, highlighting critical systemic barriers and the effectiveness of support systems. The study was prompted by a recognized gap in engagement among BIPOC students despite available internship opportunities. This research aimed to identify and analyze the barriers, motivations, and institutional supports affecting these students' decisions to engage in internships, contributing to the discourse on equitable access to such programs. Employing a qualitative methodology and constructivist paradigm, I gathered data through interviews with current and past internship participants and qualified non-participants. The results revealed systemic barriers, support system effectiveness, and student motivations. Factors that hindered internship participation included financial constraints, inadequate institutional support, and limited social capital. The study further highlights how robust mentorship and comprehensive career services could mitigate these barriers. The implications suggest targeted institutional strategies at HBCUs to foster inclusivity and accessibility of internships and to adopt and evaluate policies that address the specific challenges faced by BIPOC students. Academic policies might better integrate internship experiences seamlessly into the curriculum in ways that ensure these opportunities are both visible and attainable to all students, irrespective of their socioeconomic backgrounds."],"dc:identifier.doi":["https://doi.org/10.32469/10355/106201"],"dc:identifier.uri":["https://hdl.handle.net/10355/106201"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Exploring internship barriers at a midwestern HBCU : a qualitative study"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational Leadership and Policy (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:07:35Z"}