"Learning to Be Myself": Paths 2 the Future Career Development Curriculum for Young Women with Disabilities

Autor/inn/en	Lindstrom, Lauren; Hirano, Kara A.; Ingram, Angela; DeGarmo, David S.; Post, Cindy
Titel	"Learning to Be Myself": Paths 2 the Future Career Development Curriculum for Young Women with Disabilities
Quelle	In: Journal of Career Development, 46 (2019) 4, S.472-486 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845318776795
Schlagwörter	Students with Disabilities; Females; High School Students; Career Education; Instructional Effectiveness; Self Concept; Job Skills; Self Efficacy; Career Development; Student Experience; Single Sex Classes; Student Empowerment; Career Readiness; College Readiness; Sexual Identity; Self Actualization + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Weibliches Geschlecht; High school; High schools; Oberschule; Arbeitslehre; Unterrichtserfolg; Selbstkonzept; Produktive Fertigkeit; Self-efficacy; Selbstwirksamkeit; Berufsentwicklung; Studienerfahrung; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Studienberechtigung; Geschlechtsidentität; Sexuelle Identität; Self actualisation; Selbstverwirklichung
Abstract	Young women with disabilities often experience limited career options and opportunities. This study provides an overview and preliminary results from the "Paths 2 the Future" (P2F) curriculum designed to meet the unique career development needs of young women with disabilities. P2F includes 75 lessons covering topics of self-awareness, disability knowledge, gender identity, and career and college readiness. Survey data were collected from young women with learning, health, intellectual, and emotional disabilities who participated in the curriculum in four high schools (N = 49). Paired sample t tests documented significant improvements from pretest to posttest scores for disability and gender awareness, vocational skills self-efficacy, self-realization, and an overall career development construct. Focus groups were conducted to gather feedback on participant experiences. Young women in the focus groups noted the unique benefits of a "girls only" class and described increases in self-awareness and personal empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01