This study is conducted as an exploratory case study with the aim to provide an understanding of how Work Integrated Learning (WIL) is experienced by female students. Specifically, it seeks to explore whether, and if so how, gender and ethnicity have influenced the WIL experience of female students within and across the university and the internship contexts.The empirical data is collected through semi-structured interviews with female participant of the Work Integrate Political Studies (WIPS) program. By focusing on exclusion/differential inclusion of students in two different social settings this thesis aims to provide an insight into how WIL plays out in reality. The intersectional gender analysis is conducted on the empirical material by applying an analytical framework based on Joan Ackers theoretical assumption of “inequality regimes.”

The results indicate that the WIL experience at campus are affected by “men in groups” and that the experience of WIL at campus reproduce rather than challenge patterns of gender inequality. In terms of the WIL internship experience the result indicates that the internship offices reproduce rather than challenge patterns of inequality in relation to both gender and ethnicity. Furthermore, these patterns are best identified through the eyes of students who do not display attributes that are demanded by the office such as a different language, a different nationality, or a different skin tone.