Development and Evaluation of a Curriculum to Improve Educational and Career Outcomes for High School Girls with Disabilities

Autor/inn/en	Doren, Bonnie; Lombardi, Allison; Lindstrom, Lauren; Gau, Jeff
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Development and Evaluation of a Curriculum to Improve Educational and Career Outcomes for High School Girls with Disabilities
Quelle	(2012), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Preparation; Outcomes of Education; Gender Issues; Educational Change; Curriculum Development; Career Development; Womens Education; Disabilities; Females; Program Evaluation; Barriers; Job Skills; Equal Opportunities (Jobs); Stereotypes; High Schools; Work Environment; Expectation; Skill Development; Intervention; Correlation; Self Determination + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Geschlechterfrage; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Berufsentwicklung; 'Women''s education'; Frauenbildung; Handicap; Behinderung; Weibliches Geschlecht; Programme evaluation; Programmevaluation; Produktive Fertigkeit; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Klischee; High school; Oberschule; Arbeitsmilieu; Expectancy; Erwartung; Kompetenzentwicklung; Qualifikationsentwicklung; Korrelation; Selbstbestimmung
Abstract	Despite the national focus on improving transition services and post-school outcomes, many young women with disabilities still face significant barriers in obtaining meaningful employment and pursuing postsecondary education or training. Although recent reports indicate that the gender gap in employment rates may be diminishing, in this same report, the authors found that young women with disabilities had lower participation in higher skilled jobs and worked fewer hours than their male counterparts. Several other recent studies have reported gender difference on important indicators of employment including, females with disabilities exhibiting lower employment rates, lower earnings, lower participation in full-time work, and a greater percentage supporting themselves on an annual income of less than $5,000 compared with their male peers. Gender differences on important post-school outcomes can be traced to the multiple barriers faced by young women with disabilities in the career development process, including gender role limitations, low family and teacher expectations, and disability stereotypes in high school and the workplace. To more effectively address these barriers, young women with disabilities need opportunities to expand their knowledge and skills and explore a range of career options while they are still in high school. The PATHS (Post-school Achievement through Higher Skills) curriculum was grounded in previous research and literature on critical knowledge, skills, attitudes, and experiences required for young women with disabilities to succeed in adult roles. The PATHS curriculum intervention was developed and tested to improve the career and educational outcomes of girls with disabilities in high school settings. A pilot test was conducted to understand the association between receiving the intervention and several outcomes related to self-determination, gender and disability awareness, and career and college preparation. (Contains 3 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10