Work

An Intersectional Examination of College and Career Readiness for Youth With and Without Disabilities

Year: 2024

Type: article

Abstract: Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities ( N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modeled as outcomes of the student- and school-level predictors: race/ethnicity, grade level, and disability status, percentage of White students at school, percentage of students experiencing economic disadvantage, and adverse childhood experiences. Findings show significant student- and school-level variance is explained across the domains. Youth with disabilities scored lower on all domain scores. Results demonstrate the importance of modeling intersecting characteristics to understand the combination of individual and contextual risk factors that may affect CCR for youth and inform collaborative efforts among school staff.

Source: Journal of Education

DOI: 10.1177/00220574241309818

Authors: Allison R. Lombardi, Graham G. Rifenbark, Christopher Esposito, Ashley Taconet, Valerie L. Mazzotti, Mary E. Morningstar

Institutions: University of Wisconsin–Madison, University of Connecticut, University of Kansas, Portland State University

Language: English

Topic: Disability Education and Employment

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: hybrid

Estimated APC paid: $3,450