Introduction and Context

Picture this scenario: Brandy is among a small group of community college students invited by Learn and Earn program staff and senior administrators to participate in a focus group a few weeks before commencement. All from low-income, first-generation, and primarily racially minoritized backgrounds, this group was part of the first cohort of a newly launched internship program at a biopharmaceutical company. Before entering year two of the college's biotechnology technician program, Brandy, a dynamic, yet shy, 30-year-old returning student had not envisioned that a yearlong, paid internship would yield a full-time job offer. Nevertheless, she commended the Learn and Earn program staff for their encouragement and guidance throughout the application process. In addition to mock interview preparation, Brandy benefited from step-by-step assistance with resume and cover letter development, among other essential career readiness skills.

During a focus group, when asked to reflect on what she valued most about the immersive internship experience, Brandy praised her sponsor, who had been at the company for nearly a decade and had risen to the leadership ranks. As a proud woman of color and alumna of the same degree program as Brandy, Michelle felt deeply responsible for cultivating a fair, inclusive work environment and modeling appropriate workplace behavior. Michelle took time to get to know Brandy during biweekly lunches and helped her access on-site child care, one of the company's coveted perks. Michelle also advocated for a one-time, cost-of-living salary adjustment, an adjustment awarded to all full-time employees due to inflation.

Having a sponsor who was invested in her career but also understood the daily challenges she faced motivated Brandy to strive for excellence during her internship. Indeed, Brandy exceeded her direct supervisors’ expectations. In the end, Michelle invited Brandy to join the staff part time as a lab operations coordinator during her final year in the biotech program, with the opportunity to join the team full time upon graduation.

This fictitious story demonstrates what is possible when employers and college stakeholders reimagine the future possibilities of engaging community college students in equitable, high-impact, work-based learning opportunities. Work-based learning (WBL) refers to any activity in a work setting—whether paid or unpaid—that equips youth and young adults with in-depth, firsthand experience and authentic engagement with the tasks required in a given field.¹ WBL has accelerated across various industries like public affairs and journalism, alleviating the “relevant work experience” dilemma many job seekers face when entering a new profession, which is a valid concern for community college students who are often first-generation, returning students, or individuals who may have delayed college enrollment and are now interested in pursuing a new career.²

Unfortunately, although WBL opportunities can provide myriad benefits to individuals, they widely vary in design and have increasingly become inequitable for certain student demographics. WBL reproduces social inequalities in at least two distinct ways discussed below. First, the perpetuation of unpaid internships limits opportunity, particularly for community college students.³ Second, unpaid internships pose a significant barrier for those who occupy multiple marginalized identities.⁴

National evidence indicates that approximately two-thirds of undergraduates enrolled at a two-year college maintain either full- or part-time employment.⁵ These students tend to be older and are more likely to be responsible for supporting their families than their peers at four-year colleges. For example, an estimated 42 percent of students who have children enroll at two-year institutions.⁶ Because of their unique circumstances, adult and first-generation community college students may encounter logistical and psychological barriers that deter their participation in WBL opportunities, whether paid or unpaid.⁷

The Center for Research on College Workforce Transition at the University of Wisconsin–Madison estimates that around one million students receive offers for uncompensated internships each year.⁸ WBL opportunities rooted in the exploitation of free labor often have unintended yet severe consequences for community college students. Given their history of creating educational access for diverse student populations, two-year colleges serve a larger demographic of low-income and students of color than their four-year peers.⁹ While students from historically underrepresented and disadvantaged backgrounds can gain significant benefits from WBL opportunities, such as valuable connections in one’s field of interest and transferable skills, many community college students—who are often the sole providers for their families—cannot forgo a job that provides steady income and benefits while they accept temporary unpaid employment.

Evidence from the National Association of Colleges and Employers (NACE) suggests that minoritized students encounter significant challenges in finding a paid internship. The NACE survey, conducted annually with nearly 4,000 seniors at more than 400 colleges and universities, found differences based on race, gender, and parents’ educational attainment.¹⁰ For example, Black respondents were underrepresented in paid internships. Hispanic and Latino students were more likely to report not having any internship experience before graduation than any other racial group. Overall, findings suggest that students who participate in unpaid internships fare worse during job fairs than peers with paid internships.

Even in sought-after fields like STEM (Science, Technology, Engineering, and Mathematics), which offer broader opportunities for paid internships, researchers have found that students at universities are awarded internship opportunities at a ratio close to nine to one compared to their two-year peers.¹¹ To help promote equitable labor market outcomes among graduates, a growing number of community college leaders are partnering with employers and philanthropic organizations to address the critical shortage of paid WBL opportunities for their students.

Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from historically underserved and underprivileged backgrounds. In this report, we highlight case studies of emerging program models across the United States to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. This report outlines four recommendations for community college leaders and state policymakers:

1. Reconsidering student populations historically excluded from paid WBL opportunities.
2. Conducting comprehensive program evaluations annually to examine student outcomes.
3. Implementing a starting $15 hourly base salary and redressing students’ basic needs insecurity.
4. Increasing institutional funding to promote growth and sustainability.

Findings from this study have important implications for state policymakers and college stakeholders in career services, academic advising, and workforce development.