Experiential Learning & Teaching in Higher Education
Article Title
Using Liminality to Understand How Identity and Temporary Status Influence Interns’ Vulnerability
Abstract
Viewing internships as a transitionary stage (i.e., a liminal space) where interns are shedding their student identity and developing their professional identity provides a useful lens for understanding the experiences of interns and holds implications for social and economic justice. As interns adapt to the temporary and transitionary space of the internship they experience powerlessness, ambiguity, and, in many cases exploitation, sexual harassment, and abuse. The stress and precarity of this status are compounded for interns from marginalized or underrepresented groups that must also conform to the (typically white male and middle class) hegemony of the workplace, all of which can impact their response to poor treatment during the internship and the development of their professional identity.
First Page
92
Last Page
98
Recommended Citation
Odio, Michael A. and McLeod, Christopher M.
(2021)
"Using Liminality to Understand How Identity and Temporary Status Influence Interns’ Vulnerability,"
Experiential Learning & Teaching in Higher Education: Vol. 4:
No.
2, Article 17.
Available at:
https://nsuworks.nova.edu/elthe/vol4/iss2/17