ERIC Number: EJ1313423
Record Type: Journal
Publication Date: 2021
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2538-1032
EISSN: N/A
Exploring Diversity and Inclusion in Work-Integrated Learning: An Ecological Model Approach
Itano-Boase, Miki; Wijesingha, Rochelle; Cukier, Wendy; Latif, Ruby; Hon, Henrique
International Journal of Work-Integrated Learning, v22 n3 p253-269 2021
This paper identifies structural barriers faced by postsecondary students from diverse groups (women, racialized people, people with disabilities, and Indigenous peoples) when accessing work-integrated learning (WIL) programs. Drawing on the ecological model approach, this paper examines the challenges to inclusive WIL in Canada at the macro-level by looking at government funding for WIL programs; the meso-level by considering employer participation in WIL programs; and at the micro-level, by analyzing individual students' demographic characteristics. In considering micro-level factors, a quantitative approach is used to analyze the demographic characteristics of WIL applicants, while for meso-level factors, the paper utilizes a qualitative analysis of semi-structured interviews designed to capture employer perspectives. The study provides recommendations for policy-making, considers practical implications, and makes suggestions for future research.
Descriptors: Foreign Countries, Diversity, Work Experience Programs, Inclusion, Barriers, Postsecondary Education, Minority Group Students, Students with Disabilities, Females, Indigenous Populations, Ecology, Student Characteristics, Demography, Employer Attitudes
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/
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A