Description:

Co-Principal Investigator: Bonnie Doren

Purpose: In 2004, the average yearly earnings for females with a high school diploma were 27 percent less than the average earnings of their male peers (U.S. Department of Education, 2006). This "gender gap" in earnings is even wider for young women with disabilities. Women with disabilities who are living independently are significantly more likely than men to be supporting themselves on less than $5,000 per year. Furthermore, one in eight women with disabilities also has a child to support (Wagner et al., 2005). Failure to understand and address the career preparation needs of young women with disabilities may severely limit their postschool opportunities and outcomes. To address this challenge, this research team proposes to develop, revise, and test the Postschool Achievement Through Higher Skills curriculum intervention that is intended to increase knowledge and skills and improve educational and career outcomes for young women with disabilities.

Project Activities: Researchers will use the preliminary curriculum model to design a curriculum which includes lessons and activities in four areas: self-awareness/self-determination, gender role awareness, disability awareness, and career and transition planning. In addition, the research team will conduct an initial evaluation of the program. The lessons and activities will occur within the context of a daily class offered during the first semester of the academic year. Those students who complete all 18 weeks of the course will earn credit toward graduation requirements. Five types of outcomes will be measured, corresponding to each of the five outcome areas addressed by the curriculum intervention: self-awareness/self-determination skills, gender role awareness, disability awareness, career and transition knowledge and skills, and career goals and plans. Additionally, the following indicators of education performance will be measured: grade point average (GPA), number of excused and unexcused absences, number of excused and unexcused tardies, number of suspensions or school expulsions, number of failed or uncompleted classes, and number of credits toward graduation by grade.

Products: The products of this project include a fully developed intervention designed to improve career outcomes for young women with disabilities, published reports, and presentations.

Structured Abstract

Purpose: In 2004, the average yearly earnings for females with a high school diploma were 27 percent less than the average earnings of their male peers (U.S. Department of Education, 2006). This "gender gap" in earnings is even wider for young women with disabilities. Women with disabilities who are living independently are significantly more likely than men to be supporting themselves on less than $5,000 per year. Furthermore, one in eight women with disabilities also has a child to support (Wagner et al., 2005). Failure to understand and address the career preparation needs of young women with disabilities may severely limit their postschool opportunities and outcomes. To address this challenge, this research team proposes to develop, revise, and test the Postschool Achievement Through Higher Skills curriculum intervention that is intended to increase knowledge and skills and improve educational and career outcomes for young women with disabilities.

Setting: High schools in Oregon.

Population: 160 young women with high incidence disabilities attending 8 high schools will be randomly assigned to an intervention or comparison group.

Intervention: The preliminary conceptual model that will guide the development of the curriculum lessons includes four major components: self-awareness and self-determination, gender role awareness, disability awareness, and career and transition planning. Lessons will include a combination of teacher-directed instruction, practice activities, role-playing, and feedback for specific skills. In addition, certain lessons may involve community-based activities such as job site visits, guest speakers, or other career exploration activities.

Research Design and Methods: A nonequivalent, randomized control group design will be used to pilot the curriculum. To conduct an initial evaluation of the curriculum, a total of 160 young women with high incidence disabilities from 8 participating high schools will be randomly assigned to participate in the intervention and control groups. Additionally, 80 young men with high incidence disabilities will be randomly selected to serve as a second comparison group.

Control Condition: In the control condition, schools continue with their standard practices.

Key Measures: Five types of outcomes will be measured, corresponding to each of the five outcome areas addressed by the curriculum intervention: self-awareness/self-determination skills, gender role awareness, disability awareness, career and transition knowledge and skills, and career goals and plans. Additionally, a number of indicators of education performance will be measured.

Data Analytic Strategy: The data analysis will include both quantitative and qualitative analyses to inform revision of the curriculum intervention and outcome measures. For the pilot study, continuous outcome measures (e.g., self-determination scale scores) will be analyzed using analysis of covariance models. Categorical outcome measures (e.g., dropout status) will be explored using logistical regression models.

Products and Publications

Doren, B., Gau, J., & Lindstrom, L. (2011). The role of gender in the long-term employment outcomes of young adults with disabilities. Journal of Vocational Rehabilitation. 34, 35–42. doi: 10.3233/JVR-2010–0532

Lindstrom, L., Doren, B., & Miesch, J. (2011). Waging a living: Career development and long term employment outcomes for young adults with disabilities. Exceptional Children. 77 (4),423–434.

Doren, B., Gau, J., & Lindstrom, L. (2012). The relationship between parent expectations and post-school outcomes of adolescents with disabilities. Exceptional Children, 79 (1), 7–23.

Lindstrom, L., Harwick, R., Poppen, M. & Doren, B. (2012). Gender gaps: Career development for young women with disabilities. Career Development for Exceptional Individuals. 35 (2), 108–117.

Doren, B., Lombardi, A., Clark, J. & Lindstrom, L. (2013). Addressing career barriers for high risk adolescent girls: The PATHS curriculum intervention. Journal of Adolescence. 36, 1083–1092.

Lindstrom, L., Doren, B., Post, C., & Lombardi, A. (2013). Building career PATHS for young women with disabilities. Career Development Quarterly, 61.

Lombardi, A., Doren, B., Gau, J., & Lindstrom, L. (2013). The influence of instructional setting in reading and math on postsecondary participation. Journal of Disability and Policy Studies, 24, 169–179. doi: 1044207312468766