‘Just because you can get a wheelchair in the building doesn't necessarily mean that you can still participate’: barriers to the career advancement of disabled professionals

Wilson‐Kovacs, Dana; Ryan, Michelle K.; Haslam, S. Alexander; Rabinovich, Anna

doi:10.1080/09687590802469198

Cited by 80 publications

(90 citation statements)

References 16 publications

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“…Grounded theory provides a systematic method for developing concepts, models, and theory from data, encouraging researchers to ''put aside preconceived ideas and discover what is most important to participants'' [46]. Qualitative research captures the voices of people with disabilities, rarely documented in the research literature, which are essential to the study of complex multilayered disability issues [5,41,45]. Building on previous studies that focused on identifying the barriers to employment, we solicited participants' solutions and strategies for overcoming employment barriers and difficulties.…”

Section: Methodsmentioning

confidence: 99%

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Getting Hired: Successfully Employed People with Disabilities Offer Advice on Disclosure, Interviewing, and Job Search

2011

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Section: Methodsmentioning

confidence: 99%

“…Some researchers have used qualitative interviews with people with disabilities to better understand their lived experiences and to research interventions that might empower them [36][37][38][39][40][41].…”

Section: Introductionmentioning

confidence: 99%

Getting Hired: Successfully Employed People with Disabilities Offer Advice on Disclosure, Interviewing, and Job Search

2011

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“…Истраживања спроведена у последњих 25 година указују да се, када се го-вори о ставовима послодаваца према запошљавању особа са ометеношћу, нај-чешће ради о предрасудама (Shier, Graham, Jones, 2009;Wilson-Kovacs, Ryan, Haslam, Rabinovich, 2008). Предрасуде према особама са ометеношћу имају ко-рене у недостатку знања и одржавању погрешних, често негативних стереотипа (Unger, 2002;Wells, 2001).…”

Section: ставови према запошљавању особа са ометеношћуunclassified

Attitudes towards persons with disabilities

Marina¹,

Milanović-Dobrota²,

Radovanovic³

2012

Soc pregled

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Марина Радић Шестић УводОсобе са ометеношћу чине oко 10% светске популације или 650 милиона љу-ди, те представљају највећу мањину у свету. Сем тога, oва цифра се повећава са ра-стом популације, напретком медицине и продужењем животног века. Највећи број особа са ометеношћу, чак 80% живи у неразвијеним и земљама у развоју. Жене са ометеношћу су у неповољнијем положају, јер могу бити двоструко искључене из друштва -због полне дискриминације и дискриминације на основу своје различи-тости (ометености). Глобална стопа писмености код одраслих са ометеношћу је око 3%, односно, свега 1% код жена (World Health Organization-WHO, 2011).Широм света једно од десетеро деце се суочава са ометеношћу. Само 2-3% де-це са ометеношћу у сиромашним земљама иде у школу. Млади са ометеношћу у високом образовању су и даље занемарљиво заступљени. Већа је могућност да ће особе са ометеношћу бити жртве насиља или силовања, и мање је вероватно да ће Социолошки преглед, vol. XLVI (2012), no. 4, стр. 561-582

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“…Four participants were concerned they did not have the energy or that it would be detrimental and thus having negative impact on their work-life balance (Shah et al, 2005; cited in Wilson-Kovacs et al, 2008). They already worked extra hours or put in extra effort, either due to a demanding role or to compensate for their condition, and so they could not give any more: 'I have to give 130% a day; the role demands it.…”

Section: Do They Consider Themselves To Be Leaders?mentioning

confidence: 99%

What disability? I am a leader! Understanding leadership in HE from a disability perspective

Emira¹,

Brewster²,

Duncan³

et al. 2016

Educational Management Administration & Leadership

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This article is based on the findings of an externally funded, mixed-methods research project conducted at one English university. This small-scale project aimed to examine leadership, barriers to becoming a leader and the support needed to overcome them, from the perspectives of disabled staff. An online questionnaire was sent to all 66 members of staff who had disclosed their disabled status to the university and 22 responses were received. Twelve participants were then interviewed as two focus groups to discuss their views on leadership and its relation to their role. Six more respondents opted for individual face-to-face/telephone interviews. The findings indicated that over half of the respondents were already engaged in ‘formal’ leadership and even more exercised ‘informal’ leadership. This key finding seems to contradict the under-representation of disabled academics in leadership reported in the literature. Despite their engagement in leadership, disabled staff faced several institutional and personal barriers. The findings suggest that having an impairment per se might not necessarily deter disabled staff from exercising leadership. A number of support strategies are recommended to facilitate their participation in (formal) leadership.

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‘Just because you can get a wheelchair in the building doesn't necessarily mean that you can still participate’: barriers to the career advancement of disabled professionals

Cited by 80 publications

References 16 publications

Getting Hired: Successfully Employed People with Disabilities Offer Advice on Disclosure, Interviewing, and Job Search

Getting Hired: Successfully Employed People with Disabilities Offer Advice on Disclosure, Interviewing, and Job Search

Attitudes towards persons with disabilities

What disability? I am a leader! Understanding leadership in HE from a disability perspective

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