Student Voice: Emerging Identities in Narratives about Work-Integrated Learning among First-Generation Students
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| Title: | Student Voice: Emerging Identities in Narratives about Work-Integrated Learning among First-Generation Students |
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| Language: | English |
| Authors: | Christine Kampen Robinson, Kayden Brown, Neil Baird, Mariko Izumi, Timothy Diette |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):233-250. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Work Based Learning, Professional Identity, Beliefs, Family Influence, Reflection, Student Attitudes, Work Attitudes, Personal Narratives, Case Studies, First Generation College Students, Student Empowerment |
| Geographic Terms: | Ohio |
| Abstract: | This study examines the impact of work-integrated learning (WIL) on first-generation student identities, challenging existing research that primarily focuses on professional identity transitions. While WIL generally benefits students, these benefits are unevenly distributed among equity-deserving groups, including first-generation students. Using an interactional sociolinguistic approach, we analyze how one first-generation student narrates and negotiates her identities in relation to vocational inheritance and WIL experiences. Unlike traditional WIL research that relies on thematic analysis, our methodology examines the specific linguistic resources students employ to construct identities in conversation and negotiate their own agency. The findings demonstrate the importance of allowing students to define relevant identities when reflecting on WIL experiences, rather than imposing institutionally determined categories. By attending to students' nuanced navigation of difference and challenge in educational and work settings, we propose a more inclusive reflective framework for all students engaged in WIL. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506580 |
| Database: | ERIC |
| Abstract: | This study examines the impact of work-integrated learning (WIL) on first-generation student identities, challenging existing research that primarily focuses on professional identity transitions. While WIL generally benefits students, these benefits are unevenly distributed among equity-deserving groups, including first-generation students. Using an interactional sociolinguistic approach, we analyze how one first-generation student narrates and negotiates her identities in relation to vocational inheritance and WIL experiences. Unlike traditional WIL research that relies on thematic analysis, our methodology examines the specific linguistic resources students employ to construct identities in conversation and negotiate their own agency. The findings demonstrate the importance of allowing students to define relevant identities when reflecting on WIL experiences, rather than imposing institutionally determined categories. By attending to students' nuanced navigation of difference and challenge in educational and work settings, we propose a more inclusive reflective framework for all students engaged in WIL. |
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