Increasing numbers of those with learning disabilities who are entering college have been found to have special needs related to both academic survival and career development that are often unrecognized and unmet in institutions of higher education. This article reviews research on the characteristics of young adults with learning disabilities, discusses factors that are associated with the career maturity of young adults with learning disabilities, and offers suggestions to employment counselors that would be useful when working with this population.
A total of 636 full-time school psychologist practitioners in Pennsylvania were surveyed and asked to complete a demographic data form and to estimate the actual percentage of time they spent in assessment, counseling, consultation, research, clerical tasks, and administrative tasks, and the amount of time they desired to spend in each of these roles. No statistically significant differences were found between male and female school psychologists in actual time spent in various roles or the time desired to be spent in various roles. Male school psychologists were found to work longer contract lengths and to make more money than their female counterparts. When monthly salaries were compared (adjusted for differences in contract length), statistically significant salary differences between male and female school psychologists were found.Historically, men and women have been treated differently in employment, and gender differences still persist throughout the labor market. Women continue to earn less than similarly qualified men. Females tend to be employed in positions that receive less on-the-job training and use less capital. A lower market value for prior labor experiences also haunts women in the work force (Barron, Black, & Loewenstein, 1992). Barron et al. (1992) argued that the latter two factors can be used to explain the wage gap between the genders. Employers view women as more likely to leave their job; they therefore spend less time training them, which in turn leads to fewer opportunities among females. Males, who are percieved as less likely to leave their job, receive more training and, consequently, greater opportunity for promotion and higher wages.Women are also less likely to receive positive evaluations for their leadership performance. They may not even be noticed as assuming leadership functions. Often, women are seen to be less dominant and oriented more toward the sociaVemotiona1 well-being of the group than to accomplishment of tasks (Conoley & Welch, 1988). Thus, Conoley and Welch (1988) argued, women are often seen negatively when vying for leadership roles. This negative bias toward women in leadership roles lessens a woman's chances of being hired or promoted into leadership positions.Gender differences are clearly evident in the field of education. Although male/female ratios become more even at the junior high and senior high school levels, 83% of all elementary teachers are still female. At the secondary level, two thirds of all math, science, and vocational education teachers are male, whereas two thirds of all English, foreign language, and business education teachers are female (Schmuck, 1987).Women are also grossly underrepresented in administrative positions in education.In 1982, almost all (96%) superintendents and assistant superintendents were men. Eightyfour percent of principals were men. Even at the elementary level, where women principals are somewhat more prevalent, they accounted for only 18% of principals (Schmuck, 1987). These patterns present clear evidence to ch...
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