Internships increase self-efficacy of minority students and increase high school student interest in natural resources careers

Underrepresentation of minorities in conservation and natural resource (CNR) career paths impacts the diversity of thought and experience driving conservation work. Often, minorities face barriers to participation in CNR careers, which include limited belief in personal potential to succeed, limited exposure to CNR careers, and lack of economic resources. Internships are important in exposing college students to new career paths, building job skills, and increasing self-efficacy, but limited research has specifically examined the role of internships in encouraging minorities to pursue CNR careers. This study examined the impact of internships in federal and non-governmental organizations on minority engagement in CNR careers. This research was guided by three questions. First, what motivates students to participate in CNR internships for minorities? Second, how do these internships influence student views of CNR careers, self-efficacy, and perceived barriers to success? Third, do internship programs have a measureable impact on students one year after participation?

The authors grounded their work in Social Cognitive Career Theory (SCCT). The authors used a modified version of the SCCT that links career interests and goals with personal factors and external factors with self-efficacy and outcome expectations. Personal factors might include race, ethnicity, and perspective of nature. External factors range from social (e.g., discrimination), familial influences, structural (e.g., institutional diversity), and experiential (e.g., exposure to nature). Self-efficacy is a measure of an individual's perception of their ability to succeed, and outcome expectations are what one might expect to happen from choosing to take a particular action.

The authors selected three diversity-focused internship programs to study. Two programs, the U.S. Fish and Wildlife Service Career Discovery Internship Program (CDIP) and the Doris Duke Conservation Scholars Program (DDCSP), were for college students, and one, The Nature Conservancy Leaders in Environmental Action for the Future program (LEAF), was for high school seniors. The authors collected data using three approaches. First, a total of 134 participants completed surveys before and after the internship. These surveys asked students about their interest in the program, understanding and opinion of conservation work, and perceived barriers to entering a CNR career. Second, the researchers conducted focus groups with a subset of participants (31 students total in 6 focus groups). Third, alumni of CDIP (23 students), as well as a control group of students of unsuccessful program applicants (11 students), completed a follow-up survey one year after program ended. The authors analyzed the surveys using statistics and focus groups to find patterns in student perspectives about career motivations and barriers.

Overall, the study found that participating in the internship increased knowledge of CNR careers but did not lessen perceived barriers. While college student participants did not indicate an increased interest in a CNR career, high school participants' interest in CNR careers did significantly increase. The authors suggest that because LEAF participants were in high school, they were less likely to have stable career intentions, while college students who applied to internship programs were more confident in their career choice.

Across all three programs, students listed hands-on experience in a CNR field, networking, and general job skill improvement as the top motivations for internship participation. These are all features which internship programs typically market as important benefits. Awareness of conservation jobs increased in all three programs and self-efficacy increased significantly for DDCSP students.

Perceptions of barriers in CNR careers did not significantly change for students in DDCSP and CDIP after the program. The main barriers were doubt, lack of opportunity, lack of fit, lack of exposure, lack of awareness and gender stereotypes. Similar studies have suggested that lack of confidence in abilities are the primary barriers to academic and career success.

One year after the internship, students who completed the CDIP program indicated greater self-efficacy related to career when compared to the control group, as well as improved outcome expectations should they apply to a CNR position. However, CDIP alumni were also more likely to believe age was a disadvantage to career success. Alumni of CDIP were otherwise relatively similar to control group participants. The authors suggest the comparison group was too similar to draw meaningful conclusions.

This study was limited by small number of participants and cannot be generalized beyond the programs studied. A larger study with more participants may have different findings. The authors exercise caution when interpreting the findings, and that participating in the internship program was likely not the sole contributor to changes, given that contextual factors may have also played a role. This study did not investigate how perceived barriers develop and how they might be addressed. Because this study was not a formal internship program evaluation, specific aspects concerning the structure and efficacy of these three internships cannot be understood.

The authors suggest that internship coordinators expose participants to diverse experiences. Internships are able to produce both positive and negative perceptions of careers. The authors suggest that promoting diverse experiences is more likely to lead to positive perceptions. They also suggest that coordinators maintain communication with participants after program completion to support progression toward a CNR career. Finally, because career intentions may be more malleable for younger students, the authors suggest creating CNR internships programs which focus on students in middle and high school. While college internship programs provide valuable skills and knowledge, this study suggests that they do not significantly impact career interests. If internship coordinators desire to generate new interest among minorities in CNR careers, they should focus efforts on younger students.