What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities

Fichten, Catherine S.; Jorgensen, Shirley; Havel, Alice; Barile, Maria; Ferraro, Vittoria; Landry, Marie-Eve; Fiset, Daniel; Juhel, Jean-Charles; Chwojka, Caroline; Nguyen, Mai Nhu; Amsel, Rhonda; Asuncion, Jennison V.

doi:10.3109/09638288.2011.626488

Cited by 19 publications

(14 citation statements)

References 5 publications

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“…However, often, employers are concerned about potential health and safety or liability issues in relation to employing people with disabilities (AHEAD 2008). Students may disclose a disability within college in order to seek and gain reasonable accommodations (RAs) they require to ensure that they are on a level playing field as their peers (Fichten et al 2012;Kim and Williams 2012). However, for students with invisible disabilities (such as mental health difficulties), this can have a reverse reaction and individuals can incur discrimination and reprisal (National Disability Authority 2014).…”

Section: Disclosure Of a Disabilitymentioning

confidence: 99%

The transition to employment: the perspectives of students and graduates with disabilities

Nolan

Gleeson

2016

Scandinavian Journal of Disability Research

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Education and employment are basic human rights and during the past decade in Ireland, the number of students with disabilities progressing through universities has dramatically increased as a result of improved support (AHEAD 2012. Survey on the Participation Rates of Students with Disabilities in Higher Education for the Academic Year 2011/2012. AHEAD). However, embarking on the transition from college to employment can be fraught with challenges (Fichten, S. Jorgensen, A. Havel, M. Barile, V. Ferraro, M. È. Landry, D. Fiset, et al. 2012, "What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities.". Disability and Rehabilitation 34 (11): 917-924). Therefore, this qualitative study aimed to explore the perspectives and needs of students and graduates with disabilities as they transition from college to employment. Semi-structured interviews were employed to hear the voices of thirteen students and nine graduates. Content analysis guided data analysis. Five themes were identified in the student group and four in the graduate group. This study concluded that students and graduates with disabilities need support in transitioning into the world of work and higher education institutions need to listen to the voices of students in developing and refining career-related resources.

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Section: Disclosure Of a Disabilitymentioning

confidence: 99%

The transition to employment: the perspectives of students and graduates with disabilities

Nolan

Gleeson

2016

Scandinavian Journal of Disability Research

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“…Nearly 84% of nondisabled college graduates find employment soon after graduating, compared to 53% of disabled graduates [9]. While a university education provides students with knowledge and enhanced skills that will assist them in the workforce, it appears that many educated disabled persons will not obtain the jobs they desire upon graduation [10]. Disabled graduates are more likely to be underemployed than their nondisabled counterparts [11,12].…”

Section: Introductionmentioning

confidence: 99%

Employability of Disabled Graduates: Resources for a Sustainable Employment

2019

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In the frame of the psychology of sustainability, this research aims at exploring how the related concepts of risk factors, protective factors, and resilience might inform our understanding of the postgraduate outcomes of disabled youth. The number of disabled students is growing steadily, nevertheless, relatively little is known about the employment experiences and skill development of disabled youth. Following the positive primary preventive approach, this explorative research investigates the role of resilience and employability resources both in preventing perceived negative impact of disability on the employment opportunities and promoting the perception of employability. Fifty disabled students responded to an online questionnaire and their responses were compared to those of a nondisabled sample (N = 190). Motivations and meanings associated with entry into the workplace are equivalent in the two groups, but perceived impact of disability is a risk factor that hinders perceived employability. Resilience resources and soft skills show their effectiveness in reducing perceived disability impact and improving perceived employability, but between group comparison shows differences in the set of available resources. Overall, results provide insights for implementing actions to promote sustainable employment in order to foster a positive, sustainable organizational development. Author Contributions: Conceptualization and Methodology: M.E.M. and E.M.; Investigation: E.M.; Formal Analysis: E.M. and M.N.; Writing-Original Draft Preparation and Reviewing: M.E.M. and M.N.; Editing: M.N.; Supervision: M.E.M. Funding: This research received no external funding. Conflicts of Interest:The authors declare no conflict of interest.

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“…However, only a handful of quantitative studies exist that have examined the employment outcomes of postsecondary graduates with disabilities (e.g., Blackorby and Wagner 1996;Dickinson and Verbeek 2002;Janus 2009;Kirchner and Smith 2005;Madaus, Zhao, and Ruban 2008;Madaus et al 2001;Rylance 1998;Sweet et al 2014). In Canada, more recent studies have typically been qualitative or descriptive in nature and have concentrated on only a few cities or regions (e.g., Bennett and Gallagher 2013;Fichten et al 2012;Gillies 2012;Holmes and Silvestri 2011). Further, to our knowledge, no existing studies have examined how disability status may interact with postsecondary degree or program type in its impact on early employment outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Earnings and Employment Outcomes of the 2005 Cohort of Canadian Postsecondary Graduates with Disabilities

Zarifa

Walters

Seward

2015

Canadian Review of Sociology

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Canada's fear of future skill and labor shortages has brought youth with disabilities to the forefront of public policy. Many universities are now reporting that an increased proportion of their graduating students identify as having a disability, and as a result, educational achievement-based programs designed to accommodate students' needs are growing across campuses. Despite recent attention by policymakers on improving accessibility standards and increasing employer incentives, young Canadians with disabilities continue to face barriers in their transitions to the workforce. The nature and extent of the early workforce inequalities faced by postsecondary graduates with disabilities remains unclear. This paper draws on the 2005 cohort of Statistics Canada's National Graduates Survey to examine the early workforce outcomes of postsecondary graduates with disabilities. Contrary to theories of human capital, the results reveal significant earnings gaps between graduates with and without disabilities of various fields of study and levels of schooling. Further, graduates with a disability are even more disadvantaged in terms of securing employment, as they were significantly less likely to be employed full-time, and were overrepresented among unemployed and part-time workers across various fields of study and levels of postsecondary education.

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What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities

Abstract: Employment prospects for junior/community college graduates with disabilities seem to be quite positive.

Cited by 19 publications

References 5 publications

The transition to employment: the perspectives of students and graduates with disabilities

The transition to employment: the perspectives of students and graduates with disabilities

Employability of Disabled Graduates: Resources for a Sustainable Employment

The Earnings and Employment Outcomes of the 2005 Cohort of Canadian Postsecondary Graduates with Disabilities

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