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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
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
FullText Text:
  Availability: 0
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  Data: Student Voice: Emerging Identities in Narratives about Work-Integrated Learning among First-Generation Students
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  Data: <searchLink fieldCode="AR" term="%22Christine+Kampen+Robinson%22">Christine Kampen Robinson</searchLink><br /><searchLink fieldCode="AR" term="%22Kayden+Brown%22">Kayden Brown</searchLink><br /><searchLink fieldCode="AR" term="%22Neil+Baird%22">Neil Baird</searchLink><br /><searchLink fieldCode="AR" term="%22Mariko+Izumi%22">Mariko Izumi</searchLink><br /><searchLink fieldCode="AR" term="%22Timothy+Diette%22">Timothy Diette</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2026 27(1):233-250.
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  Data: 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/
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Attitudes%22">Work Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1506580
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 233
    Subjects:
      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Family Influence
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Work Attitudes
        Type: general
      – SubjectFull: Personal Narratives
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Ohio
        Type: general
    Titles:
      – TitleFull: Student Voice: Emerging Identities in Narratives about Work-Integrated Learning among First-Generation Students
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            NameFull: Christine Kampen Robinson
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            NameFull: Timothy Diette
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              M: 01
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              Y: 2026
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              Value: 27
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            – TitleFull: International Journal of Work-Integrated Learning
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