From Deficit to capital: An asset-based approach to work-integrated learning in undergraduate education

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 12. Underserved and First-Generation College Student Experiences

Abstract

This study introduces an alternative course model that leverages students’ existing work experiences as a meaningful substitute for traditional internships. Although internships are widely recognized as enriching and transformative components of a college education, many underserved and underrepresented students face obstacles that limit their participation. Financial pressures, cultural expectations, and institutional constraints often make internships inaccessible. To address these inequities, the authors designed a course model that provides comparable benefits by drawing directly from students’ current employment contexts.

The course development was guided by Tomlinson’s (2017) graduate capital model, which expands on Bourdieu’s (1986) concept of cultural and social capital as mechanisms that influence educational advantage. Tomlinson identifies five forms of capital—human, social, cultural, identity, and psychological—that shape students’ transitions into the workforce and their early career outcomes. These capitals informed the course structure, with activities and assessments intentionally crafted to strengthen each area. Students engaged in asset based learning, applying theoretical concepts to real workplace situations and building skills aligned with work integrated learning practices.

To deepen the learning experience, the course also incorporated the Society for Experiential Education’s principles of good practice and the National Association of Colleges and Employers’ Career Readiness Competencies. These frameworks helped foster students’ sense of purpose, self reflection, and career identity formation.
Data collected from 62 students at a small four year public institution in the Midwest—an institution serving a disproportionately high number of disadvantaged students—show significant gains. Paired samples t tests revealed improvement across seven of the eight NACE competencies, with the largest increases in career and self development, leadership, and critical thinking. Student reflections further highlighted growth in personal qualities and mindsets essential for long term employability.

Overall, the findings illustrate that work integrated learning can serve as an equitable alternative to internships, helping students achieve key career competencies when traditional internship pathways are out of reach due to structural barriers.

Keywords: Internships, underserved, underrepresented, barriers, career, competency, work, SEE, NACE, general education, equity, experiential learning, work-integrated learning

Author

• Madhumita Banerjee, University of Wisconsin-Parkside