Career and Career‐Related Educational Concerns of College Students With Disabilities

Enright, Mary Schaefer; Conyers, Liza M.; Szymanski, Edna Mora

doi:10.1002/j.1556-6676.1996.tb02320.x

Cited by 40 publications

(50 citation statements)

References 35 publications

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“…Counselors often are not completely and accurately educated on working definitions of the transgender community. Counselors may need to deal with their own issues such as stereotypes and biases regarding transgender students as well (Chung, 2003;Enright, Conyers, & Szymanski, 1996). Because of the lack of practical literature (Chung, 2003;Pepper & Lorah, 2008), counselors may also struggle with providing appropriate services to transgender students on obtaining references, preparing for job interviews, dealing with background checks and employment history, and choosing when, if ever, to disclose about transgender history.…”

Section: Challengesmentioning

confidence: 96%

Career development with transgender college students: implications for career and employment counselors

Scott

Belke

Barfield

2011

Journal of Employment Couns

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The number of transgender college students continues to increase every year. These students face unique challenges that many college and university career centers are not prepared to handle. This article describes some of the challenges facing trans‐gender students and college career centers. A professional development design is proposed to assist career professionals who work with transgender clients in college career centers and community mental health agencies. Implications for career and employment counselors are also provided.

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Section: Challengesmentioning

confidence: 96%

Career development with transgender college students: implications for career and employment counselors

Scott

Belke

Barfield

2011

Journal of Employment Couns

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“…Formal verification of disability was found to be more important for students with learning and psychiatric disabilities than for students with physical and sensory disabilities (p < .001). Although direct communication was considered important for all students, it was more important for students with psychiatric disabilities than for those with learning (p < .001) or sensory disabilities (p =.001).Transition to postsecondary education is a complicated process for students with disabilities (Enright, Conyers, & Szymanski, 1996). More students with disabilities are attending college today than at any other time in history.…”

mentioning

confidence: 97%

Faculty and Instructor Perception of Disability Support Services and Student Communication

Szymanski

Hewitt

Watson

et al. 1999

Career Development for Exceptional Individuals

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The purpose of this study was to describe perceptions of the importance of disability support services and expectations of disability verification and student communication. Participants were 240 faculty and 119 instructional academic staff at a large midwestern research university. Specific disability support services were found to be at least somewhat important with most being at least moderately important. Formal verification of disability was found to be more important for students with learning and psychiatric disabilities than for students with physical and sensory disabilities (p < .001). Although direct communication was considered important for all students, it was more important for students with psychiatric disabilities than for those with learning (p < .001) or sensory disabilities (p =.001).Transition to postsecondary education is a complicated process for students with disabilities (Enright, Conyers, & Szymanski, 1996). More students with disabilities are attending college today than at any other time in history. Specifically, 9.2% of 1994 freshmen reported having a disability. This was in stark contrast with 2.6% in 1978 (Henderson, 1995). However, the college environment presents considerable challenges for these students as well as for students without disabilities (Brinkerhoff, 1993).Transition is part of the larger process of career development, which involves the interaction of contextual,

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“…As a whole, this body of research has documented the continuing presence of these students on college campuses despite ongoing stigma within the educational environment. Although disability support services can play a key role in helping students with disabilities access and remain in higher education (Enright et al, 1996), research indicates that even when these services are available, students with psychiatric disabilities continue to experience educational barriers (Szymanski, Hewitt, Watson, & Swett, 1999). In the largest institutional study on this topic that has been reported, we (Collins & Mowbray, 2005) conducted a survey of disability services offices in 275 colleges and universities located in 10 states.…”

Section: Introductionmentioning

confidence: 98%

Understanding the Policy Context for Supporting Students with Psychiatric Disabilities in Higher Education

Collins

Mowbray

2005

Community Ment Health J

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Interest in postsecondary education for persons with psychiatric disabilities is high among consumers and advocates. However, the existence of program supports for higher educational goals is very uneven across U.S. states. This study was designed to examine the policy context in which states and educational institutions address needs of individuals with psychiatric disabilities to attend and succeed in postsecondary education. In 10 selected states, telephone interviews were conducted with key informants in state agencies of mental health, vocational rehabilitation, and higher education, as well as representatives of state-level advocacy organizations. Additionally, a search of websites relevant to state policy was conducted. The findings identify factors that facilitate and inhibit the development of policy and programs supportive of students with psychiatric disabilities. Facilitating factors include a strong community college system, progressive philosophy of the state mental health agency, and interest of consumers and the advocacy community. Inhibiting factors include political and budgetary uncertainty, competing priorities in the mental health system, emphasis on a medical rather than rehabilitative model, regulations of the VR system, and lukewarm enthusiasm of the advocacy community. Implications for community mental health services are included, particularly related to further policy development in support of students with psychiatric disabilities.

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Career and Career‐Related Educational Concerns of College Students With Disabilities

Cited by 40 publications

References 35 publications

Career development with transgender college students: implications for career and employment counselors

Career development with transgender college students: implications for career and employment counselors

Faculty and Instructor Perception of Disability Support Services and Student Communication

Understanding the Policy Context for Supporting Students with Psychiatric Disabilities in Higher Education

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