The advice that helps someone take the first step into a profession often comes from a relationship built before a job opening appears. Yet career preparation often prioritizes students’ knowledge and skills over the relationships that support their success. Colleges should help students build these connections throughout their education, rather than waiting until graduation to encourage networking.
In my own career, I think about those I rely on as my personal “board of directors.” They are the people I call for perspective on a decision or for an honest conversation. Sometimes their advice challenges what I thought I wanted; other times, it gives me confidence in a choice I was considering. Building these relationships takes time, and I believe it is just as important to offer support as it is to receive it. However, not everyone has the same opportunities to build these relationships and support systems.
Some students enter the workforce with connections already in place. They may already have someone to turn to for career advice or job opportunities, through relatives, family friends, or alumni networks. Others, however, are still figuring out how to build those relationships and may feel they are already behind. This underscores the importance of making professional networking opportunities accessible across all educational pathways.
Differences in access also show up across racial groups. An analysis of U.S. LinkedIn members found that Black members had 13 percent fewer connections on average than white members, and Latino members had 20.2 percent fewer. While these gaps are narrowing, the findings highlight how students may enter the workforce with unequal access to professional networks. As colleges in the Los Angeles area expand professional networking opportunities, they must also recognize barriers that may limit access for Black and Brown communities and work to ensure all students have equitable access to build meaningful connections.
This starts by helping students navigate opportunities to build professional relationships, so they feel set up for success. For example, an adviser could help a student prepare for a networking event by identifying professionals to connect with and developing talking points. Below are a few practical steps that can help students feel more confident starting these conversations:
- Prepare a brief introduction or elevator pitch that highlights what you are studying and your interests in the field.
- Make it easy to stay connected by having a digital business card or professional profile ready to share.
- Find common ground through shared interests beyond work and follow up with a personalized note to continue the conversation.
These steps can help students make initial connections, but colleges should also create opportunities for those relationships to grow into mentorships. For example, an adviser could connect a student with an alumnus who navigated a similar career path and arrange regular check-ins around specific goals. Through these conversations, students can explore realistic career options, learn how to translate experience from another industry, and ask questions they might hesitate to raise with an employer. In Los Angeles, partnerships with Black and Latino professional associations like the National Black MBA Association’s Los Angeles Chapter and Prospanica’s Los Angeles/Orange County Chapter could expand access to mentors. Networking does not always need to be in person either. Virtual meetings and seminars can also make participation easier and more accessible for working students.
Beyond mentorship, employers can also play a role in helping students build professional connections before the hiring process begins. By engaging with students through coursework, employers can offer feedback on class projects and share perspectives on how that work applies to their field. The goal is for students to leave with meaningful connections they feel comfortable turning to for future guidance.
To measure the impact of these efforts, colleges should look beyond event attendance and focus on whether relationships continue to develop. Following up with students a few months later to ask whether they sought advice or received useful guidance from someone they met can offer a clearer picture of success.
A degree should provide more than preparation for a first job. By making lasting professional relationships part of the college experience, institutions can help graduates build networks they can rely on as their careers evolve long after commencement.
