Date on Capstone

4-2026

Document Type

Capstone

Degree Name

D.S.W.

Degree Program

Social Work, D.S.W.

Committee Chair

Archuleta, Adrian

Committee Member

BrintzenhofeSzoc, Karlynn

Committee Member

Golder, Seana

Committee Member

Rhema, Susan

Committee Member

Winters, Andrew M.

Author's Keywords

First Generation College Students; FGCS; Internships; Workforce; Intervention

Abstract

First-generation college students (FGCS) comprise a significant and diverse segment of the U.S. undergraduate population, yet they remain disproportionately vulnerable to barriers that impede both academic achievement and career advancement. These challenges, rooted in intersecting factors (e.g., race & gender), are amplified by institutional structures that inadequately address the realities faced by FGCS. Despite the proliferation of career development programs, internship participation, and subsequent employment, among FGCS remains notably low, revealing persistent gaps in support, access, and program efficacy.

This qualitative study evaluates the Rising Leaders Program, an agency-driven intervention designed to promote career readiness for FGCS at Kentucky universities through leadership training, professional development, networking, and paid internships. By conducting in-depth interviews with program participants (N = 6), this study investigates the lived experiences, decision-making processes, and employment outcomes associated with internship engagement. Applied thematic analysis reveals critical mismatches between program goals and participant needs, particularly in employer alignment, mentorship, and logistical support. Additionally, the study addresses a critical gap in the program evaluation by exploring participants' and potential participants' decision-making, providing a feedback loop for programmatic improvements.

Study findings highlight the critical importance of context-sensitive, identity-informed, and employer-engaged strategies for supporting FGCS, emphasizing the limitations of standardized approaches and the need for adaptive, tailored interventions. This research contributes to the literature by elucidating the barriers and facilitators influencing FGCS transitions from college to career and offers actionable recommendations to enhance future program design and efficacy.

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