From Classroom to Boardroom: Self-Advocacy and Navigating the Transition for Students with Disabilities.

Abstract

Purpose: This article evaluates the effectiveness of Career Services in supporting college students with disabilities to self-advocate for their accommodation rights during the job search.

Method: A qualitative case study was conducted at one university to examine how their Career Services unit educates, trains, and supports students with disabilities in their professional development. Two rounds of interviews were conducted: one with university staff responsible for such services to assess policies and practices in providing support, and one with students and alumni with disabilities to gather feedback on their experiences with career planning and employment.

Results: Three key themes emerged from the data: (1) Disability stigma negatively impacts a willingness to self-advocate among participants (this is especially true among those belonging to multiple marginalized groups); (2) the lack of transition support by the university further entrenches this stigma; and (3) participants report subsequent challenges in the crossover to employment.

Conclusion: These identified barriers discouraged participants from planning for and seeking workplace accommodations and highlighted the need for universities to provide more comprehensive support for their professional development.