Purpose & Goals

This paper, representing the fourth cohort in a series of cohort-based investigations, is dedicated to exploring the experiences and career trajectories of Black, Indigenous, People of Color (BIPOC) alumni who worked part-time in or closely with the assessment department at Florida State University (FSU) Libraries during their academic tenure. This study investigates 'How has part-time employment at FSU Libraries impacted the professional development and career paths of BIPOC alumni?' and its significance in highlighting the often-overlooked narratives of the BIPOC community. Further, it compares the experiences and outcomes of Cohort 4 with Cohorts 1-3, examining any differences and their underlying factors. This secondary inquiry delves into the evolving impact and dynamics of part-time employment across cohorts, aiming for a deeper understanding of professional development trends within the BIPOC community at FSU Libraries. By concentrating on this cohort, the study aims to illuminate the unique experiences, challenges, and achievements of these alumni and to contribute a critical perspective historically underrepresented in library and information science research. This includes examining how their racial and cultural identities may have influenced their work experiences and, subsequently, their professional lives post-graduation. In addition to contributing to a broader understanding of the impact of part-time library employment on student workers, this paper aims to compare and contrast the experiences of the BIPOC cohort with those of previous cohorts. This comparative analysis will enable us to identify any evolving trends or changes in the library work environment over time, particularly concerning diversity and inclusion. Furthermore, the study seeks to inform policy and practice, offering actionable insights for FSU Libraries, and possibly other academic institutions, to enhance work experience for current and future BIPOC student employees. These insights are crucial for developing strategies that ensure equitable opportunities and support, fostering an inclusive and supportive work environment(s).

Design & Methodology

In the initial study series (cohorts 1-3) examining former student library employees' experiences, a comprehensive method assessed how library work impacted their careers. Participants, chosen from student workers based on availability and willingness, were invited by the assessment librarian. Recognizing the potential for recruitment bias, measures were taken to address and mitigate it within the research design. Using qualitative research and semi-structured online interviews, the study offered detailed insights into the effects of part-time library employment on career trajectories. This established research design will be instrumental for the fourth cohort, ensuring consistent data comparability across groups. A Memorandum of Understanding (MOU) was employed as a substitute for a traditional informed consent form, following a determination by our university's human subjects review board that classified the project as “Not Human Research.” This alignment with ethical guidelines was crucial due to the sensitive nature of the experiences shared by the participants. However, we intend to reapply for IRB approval for changes we are making to the protocol by assessing a particular population to meet human subject ethical guidelines and in order to generalize our findings. Data collection involved a series of interview questions that spanned a range of topics. These included the participants' university study disciplines, career progression post-employment, current and future aspirations, as well as the pros and cons of their on-campus work. Focus was placed on their college and work experiences, challenges in balancing work and study, job skills applied in future roles, and desired learning opportunities. For the proposed fourth cohort, which focuses on BIPOC populations, the study aims to add additional questions, incorporating the unique contexts and experiences of these individuals. This includes inquiring about their experiences with mentoring, sponsorship, and networking at FSU Libraries, as well as discussing the challenges and advantages encountered as BIPOC individuals.

Conclusions

Our upcoming research is poised to explore the professional development and experiences of BIPOC students who are part-time employees. This study is focused on the fourth cohort, aiming to understand their unique experiences in comparison to the first three cohorts. Through this investigation, we anticipate uncovering the evolving dynamics within academic libraries and how they impact these students. Anticipated Conclusions. Our research anticipates uncovering key insights into the experiences of cohorts 1–3 compared to cohort 4 at FSU Libraries, highlighting differences and similarities that reveal the evolving work environment and its impact on BIPOC students. This understanding will be used to inform the development of policy recommendations for FSU Libraries and similar institutions, focusing on strategies to enhance support and foster inclusivity for BIPOC students, addressing their specific challenges and needs. Expected Research Outcomes. The anticipated research outcomes of this study include identifying factors that differentiate the experiences of the fourth cohort from earlier groups. It will investigate how shifts in the library, university policies, and broader societal trends have impacted these experiences. A significant focus will be on the key aspects of BIPOC students' library experiences, especially in terms of support mechanisms, mentorship opportunities, and professional development initiatives. We also seek to explore how our observations at FSU Libraries might align or contrast with trends in other academic institutions, thereby offering broader insights into the support of BIPOC students in academic settings. Finally, this research will open new avenues of inquiry about enhancing diversity and inclusion within academic libraries. This motivation underpins our intent to initiate a subsequent cohort (cohort 5) focusing on women in STEM, aimed at assessing their specific needs and challenges in male-dominated fields and determining strategies for the library administration to enhance their academic experience.

Implications & Value

The potential engagement of the community with this work is multifaceted, extending beyond the confines of academic discourse to practical, policymaking, and community-building spheres. Firstly, at the institutional level, particularly within FSU and similar academic libraries, this conceptual exploration invites a reevaluation of employment practices and support systems for BIPOC student employees. By highlighting theoretical insights into their unique experiences, this work can prompt library administrators and policymakers to adopt more inclusive and supportive strategies, thereby enhancing the work environment for a diverse student body. At a broader level, this study significantly enriches the discourse in library assessment and related areas, introducing a focused examination of diversity and inclusion within library employment. By exploring how racial and cultural identities intersect with student employment experiences and outcomes, it adds a crucial dimension to the existing body of work. This research highlights the potential role of the library in being a leader in supporting diverse and inclusive employment experiences for student workers. Such a contribution is particularly valuable in the current social climate, emphasizing the importance of understanding and supporting diversity in educational and professional settings. Additionally, the theoretical frameworks and hypotheses proposed in this study lay the groundwork for future empirical research. This research can further validate, refine, or challenge our understanding, enriching the body of knowledge in library and information science, and addressing the persistent gap in literature on the intersection of library assessment and diversity and inclusion within library employment. It also opens avenues for interdisciplinary collaboration, drawing insights from fields such as sociology, education, and organizational psychology, to build a more holistic understanding of the BIPOC experience in academic employment. Campus partners like career centers and student affairs departments are crucial in developing BIPOC employment best practices, sparking initiatives and discussions that foster an inclusive, diverse campus culture.