Gender Gaps

Abstract

Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/ interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.

The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education

“…Gender differences continue to exist in society and having a disability further complicates these issues. Lindstrom et al (2012) called for an expansion of our field’s understanding of unique needs and barriers related to gender and transition outcomes, including interventions and programs, and yet the starting point for most transition planning—transition assessment—rarely examines gender fairness in test content. Neubert and Leconte (2013) are often cited when categorizing transition assessments into “formal” or “informal.” In their description, only formal assessments are required to provide technical manuals reporting reliability, validity, reading level, and directions for administration.…”

“…Females are less likely to complete vocational courses or participate in community work experiences while in high school (Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005). Both males and females often report a limited understanding of and involvement in their IEPs and later report the need for self-advocacy skills that could have been taught as part of the student’s involvement in the IEP process (Lindstrom, Harwick, Poppen, & Doren, 2012). When considering a support community, females often report and maintain higher levels of family support than males in post–high school planning (Lindstrom et al, 2011).…”

“…One of the reasons individuals with disabilities gave for denied accommodations included the employer not believing the condition was considered a disability, which could be a reflection of the individual’s ability to describe the disability to others (Hartnett et al, 2014). When examining interactions with others, females with disabilities are reportedly more critical of themselves than males, and this leads to deficits in communication and self-advocacy in educational and employment settings (Lindstrom et al, 2012). Females often have more narrow goals than their male counterparts and lack strong goal setting and attainment skills, which are often required for higher education and employment success (Lindstrom et al, 2012).…”

“…When examining interactions with others, females with disabilities are reportedly more critical of themselves than males, and this leads to deficits in communication and self-advocacy in educational and employment settings (Lindstrom et al, 2012). Females often have more narrow goals than their male counterparts and lack strong goal setting and attainment skills, which are often required for higher education and employment success (Lindstrom et al, 2012).…”

Future Aspirations of Young Women With Disabilities: An Examination of Social Cognitive Career Theory

“…Young women with disabilities may experience restricted career options due to socially constructed beliefs about gender and disabilities (Lindstrom et al, 2012;Lusk & Cook, 2009). Longitudinal data show that young women with disabilities exiting high school were often employed in stereotypical female occupations (childcare, housekeeping, etc.)…”