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Internships are widely viewed as "door openers" to opportunity, yet students without ample financial, social, and institutional supports are often excluded from these experiences. This exclusion is especially problematic for Latinx students attending Hispanic-Serving Institutions, for whom an internship could be transformative. In this article, we elaborate upon Núñez's (2014) multilevel model of intersectionality to highlight how agents' perceptions, social categories, embodied practices, and broader contextual forces interrelate to shape Latinx students' access to internship opportunities at a university in the border region of Texas. Using inductive thematic, correlational, and social-network analysis techniques to analyze survey (n = 192) and focus group (n = 12) data, we find that gender, academic major, socioeconomic status, and race intersect with organizational (e.g., insufficient information) and contextual (e.g., labor markets) factors to shape students' access and perceptions. We provide recommendations for disrupting systemic inequalities in internship access and culturally appropriate programming and ideas for future research.

The United States is experiencing state disinvestment from higher education and significant wealth inequality. This article documents how low-income college students both experience and attempt to manage these contexts in their daily lives at a public flagship university in the American Midwest. We theorize these experiences as forms of precarity entailed by a culture and institutional form that we describe as the neoliberal majoritarian university (NMU). We argue that the concepts of precarity and of NMU provide a more robust framework for conceptualizing the consequences of college-going for low-income students than do conventional discourses of social mobility, college affordability, or student stress.

This article presents the institutional and historical context, methods, findings, and action-consequences of 'Our HMoob American College Paj Ntaub,' a qualitative, student-led Participatory Action Research (PAR) project documenting the sociocultural and institutional factors that influence HMoob American college students' experiences at the University of Wisconsin-Madison. Drawing on concepts from Asian Critical Race Theory (AsianCrit), we identify sociocultural and institutional processes that misrepresent and erase HMoob American experiences, producing a profound and troubling experience of institutional invisibility which has serious consequences for students' wellbeing and educational attainment. However, we also document that student-led PAR research can be an effective means of enacting what we term 'counter-invisibility work,' by producing compelling counter-narratives that expand social networks for activism, outreach, and policy enactment.

Internships are increasingly promoted as a high impact practice to improve students' post-graduation employment outcomes, and educators often encourage students to participate in multiple internships. Yet, there is a lack of research on the sociocultural contexts associated with multiple internship participation. We present findings about the culture of multiple internship participation -- drawing on focus groups and one-year follow-up interviews with students at five colleges in the United States, along with interviews with their educators and an analysis of online documents about multiple internship participation. The evidence documents a particular culture of the multiple internship economy, representing multiple internships as a linear, progressive, goal-oriented cultural project to accumulate a marketable self; also described by anthropologists as a neoliberal conception of the self. This cultural conception of a marketable neoliberal self is comprised of signs -- such as narratives of multiple internships -- that provide evidence of skills and experiences, of persevering through obstacles, and of 'hustle' and a 'do what it takes' attitude, which can be deployed to navigate competitive gatekeeping encounters such as employment interviews. Based on these findings, we develop a sociocultural theory of multiple internship participation as a project of neoliberal gatekeeping navigation.

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.

This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher-student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and post-lesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer. [This paper was published in "Journal of Education Research" (EJ1134489).]

In this article, authors Matthew Wolfgram, Brian Vivona, and Tamanna Akram present a comparative case study analysis of five students from a comprehensive, urban Hispanic-Serving Institution whose experiences exemplify a coordination of intersectional factors that amplify barriers to internship participation. Research shows that college internships yield academic, economic, and professional benefits. However, the opportunity to locate and participate in internships is not equal across student demographic and socioeconomic contexts. There are multiple complex barriers to internship participation for students who are socially and institutionally minoritized by race, gender, and other contextual factors, including finances, work responsibilities, travel, and gendered familial obligations. These factors intersect with systems of power and privilege to amplify challenges and foreclose futures. The authors argue that the delineation of barriers into types alone, such as financial, social, and cultural, without additional analysis of the dynamics of how such barriers intersect and amplify, runs the risk of misconstruing students' actual experiences when they struggle to access internships and other educational opportunities.

This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified "linking episodes"--segments of discourse in which the teacher connected mathematical ideas. For each link, we identified the modalities teachers used to express linked ideas and coded whether the content was new or review. Teachers communicated most links multimodally, typically using speech and gestures. Teachers' gestures included depictive gestures that simulated actions and perceptual states, and pointing gestures that grounded utterances in the physical environment. Compared to links about new material, teachers were less likely to express links about review material multimodally, especially when that material had been mentioned previously. Moreover, teachers gestured at a higher rate in links about new material. Gestures are an integral part of teachers' communication during mathematics instruction.

Internships are widely promoted high-impact practices that can have positive impacts on students' academic and post-graduate success, yet how specific features facilitate these outcomes is understudied. Instead, internships are often studied in terms of mere participation, without recognizing that these experiences are complex pedagogic spaces shaped by professional cultures and decisions about instructional design. In this sequential mixed-methods study we use sociocultural learning theory to interpret data from online surveys (n = 435) and focus groups (n = 52) with students at five institutions. Stepwise linear regression analyses of demographic and programmatic variables associated with intern satisfaction, developmental value, and career adaptability indicated that first-generation status, sex, race and income level, and supervisor behaviors were significantly associated with satisfaction and development. Analyses of qualitative data revealed that features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) supervision impacted student experiences. These findings reveal that internships should be designed with careful attention to task scaffolding, student autonomy and supervisor assistance, depending on the professional context and situation. These results highlight the need for colleges and employers to design internships as mentored and culturally shaped learning spaces, provide supervisor training, and consider the cultural backgrounds of students when matching them to internships. [ABSTRACT FROM AUTHOR]

This article documents the practices of pharmaceutical creativity in Ayurveda, focusing in particular on how practitioners appropriate multiple sources to innovate medical knowledge. Drawing on research in linguistic anthropology on the social circulation of discourse—a process called entextualization—I describe how the ways in which Ayurveda practitioners innovate medical knowledge confounds the dichotomous logic of intellectual property (IP) rights discourse, which opposes traditional collective knowledge and modern individual innovation. While it is clear that these categories do not comprehend the complex nature of creativity in Ayurveda, I also use the concept of entextualization to describe how recent historical shifts in the circulation of discourse have caused a partial entailment of this opposition between the individual and the collectivity. Ultimately, I argue that the method exemplified in this article of tracking the social circulation of medical discourse highlights both the empirical complexity of so-called traditional creativity, and the politics of imposing the categories of IP rights discourse upon that creativity, situated as it often is, at the margins of the global economy. [ABSTRACT FROM AUTHOR]