Bridging the Gap: The Role of Internships in Shaping Professional Identity Among Equine Science Students

Abstract

This study explored how undergraduate students in the Equine Science and Race Track Industry programs at the University of Arizona perceive their professional skill development and the role internships play in that process. The research aimed to assess self-reported abilities in communication, horse handling, and professionalism, and to compare skill perceptions between students who had completed an internship and those who had not. A total of 27 students participated in the Equine Science Student Professional Development Survey.Findings revealed moderate to high self-assessment scores across all skill areas, with the highest averages reported in professionalism and foundational horse handling tasks. Independent samples t-tests indicated statistically significant differences in haltering, leading, approaching, and hoof handling, with students who had completed internships reporting higher confidence in these areas. Students who had not participated in internships also shared their future intentions, barriers to participation, and anticipated learning outcomes. Common barriers included lack of time, financial limitations, and unawareness of available opportunities. Despite these challenges, students recognized internships as valuable for gaining hands-on experience and industry insight. These results underscore the importance of integrating experiential learning into equine science education and suggest that improved access, communication, and curriculum design may enhance student readiness and engagement in the field.