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Presentation of Main Findings Kimberly Phillips, PhD Andrew - - PowerPoint PPT Presentation

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Presentation of Main Findings Kimberly Phillips, PhD Andrew Houtenville, PhD John ONeill, PhD Elaine Katz, MS, CCC/SLP Acknowledgements Thanks to the following for their contributions to the research being discussed : Kimara

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Presentation of Main Findings

Kimberly Phillips, PhD Andrew Houtenville, PhD John O’Neill, PhD Elaine Katz, MS, CCC/SLP

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Acknowledgements

Thanks to the following for their contributions to the research being discussed:

  • Kimara Nzamubona, University of New Hampshire
  • Todd Honeycutt, Mathematica
  • Derek Nord, Indiana Institute on Disability and Community
  • Mikael Brooks, University of New Hampshire

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BACKGROUND

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Introducing the Study

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  • Anniversary of ADA
  • Today’s recent college graduates grew up with

the ADA

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Increased Participation in Higher Ed

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  • Since the ADA, number
  • f college students with

disabilities has more than tripled

  • 6% in 1995-96

(Horn & Berktold, 1999)

  • 20% in 2016

(National Science Foundation, 2019)

6% 6% 20% 20% 1996 2016

Undergraduates with Disabilities

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Employment Gap Persists: Labor Force Participation Rate

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34% 34% 78% 78% 48% 48% 81% 81%

Ages 18-64

(Kessler Foundation & UNH, 2020)

Ages 20-34

(U.S. Bureau of Labor Statistics, 2020) D D D = Disability

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Research Questions

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  • 30 years after the ADA, to what extent is college

paying off for people with disabilities?

  • Are college students with disabilities engaging in

career preparation during college in ways that are like their peers without disabilities?

  • Are they successfully transitioning to work after

they graduate?

  • How do employment outcomes (job

characteristics, job quality) of recent college graduates with and without disabilities compare?

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SURVEY RESULTS

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Sample Characteristics

  • 4,738 respondents from all 50 states
  • Ages 20 to 35
  • Graduated in previous 5 years
  • 49% men, 49% women, 2% non-binary, trans
  • 61% White, 11% Black, 17% Hispanic
  • 35% annual household income < $45,000
  • Quotas: 49.8% self-reported disability

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Respondents with Disabilities

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Disability Type % Hearing 5.3 Vision 11.3 Lower mobility 10.9 Upper mobility 11.0 Cognition 17.8 Learning 12.2 Mental health 23.1 IDD 1.2 Other 1.2

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DEGREE & INSTITUTION

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Degree Type

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  • Reported on undergraduate experiences, even

if advanced degree

19% 19% 16% 16% 20% 20% 21% 21%

D D

61% 61% 64% 64%

D

Associate’s Bachelor’s Advanced

D = Disability

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Institution Type

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18% 18% 15% 15%

D

26% 26% 25% 25%

D

Community college Private college

  • r university

56% 56% 61% 61%

D

State college

  • r university

D = Disability

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Reasons Degree from Community College

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Reason

  • Dis. %

No Dis. % Financial (lower cost) 48 44 Easier to get to* 38 29 Better chance of acceptance 28 28 Better match for interests 20 15 Schedule better fits commitments 16 15 Other 16 15

  • RCG with disabilities more likely ever took

courses at community college: 50% vs 44%

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College Major

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18% 18% 23% 23% 30% 30% 35% 35%

D D

12% 12% 13% 13%

D

Business management Health & related sciences STEM

D = Disability

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CAREER PREPARATION DURING COLLEGE

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Career Helpfulness of Internships

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Had internships Related to intended field Helpful to career so far 88% 91% 82% 81% 68% 65%

Disability No Disability

Had internships Related to intended field Helpful to career so far D D D

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Career Services Used During College

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Job fair or recruiter on campus Met with career counselors Career explorations Resume or cover letter training Interview training, mock int. 42% 40% 40% 38% 33% 32% 23% 23% 22% 21% D D D D D D = Disability

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Academic Advising

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Assigned faculty advisor or mentor Academic advising center Informal peer advisor or mentor Informal faculty advisor or mentor Assigned peer advisor or mentor 49% 49% 41% 37% 21% 15% 16% 16% 10% 9%

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Work for Wages at a Typical Job During College

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Disability No Disability

Work for wages Work for wages Related or prepared for intended field Related or prepared for intended field 68% 62% 62% 66% D D

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Self-Employed During College

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Disability No Disability

Self- employed Self- employed Related or prepared for intended field Related or prepared for intended field 11% 73% 76% 9% D D

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POST-COLLEGE EMPLOYMENT

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Striving to Work

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Disability No Disability

Never worked, looking for job Currently working 10.2% 79.8% 4.9% 2.3% Worked in past (since grad) Worked in past (not since) 10.6% 78.9% 3.4% 2.8%

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Sector

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Disability No Disability

Nonprofit Private, for-profit 20% 57% 11% 11% Government Self-employed 18% 63% 10% 9%

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Working Arrangement

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Disability No Disability

Regular, permanent position 66% 34% Consultant, freelancer, intermittent,

  • n-call,

temporary agency 72% 28%

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Top 5 Job Categories

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Job Category Dis. % Health 12 Engineering 10 Teaching 10 Clerical 15 Sales, marketing 15 Subtotal 15 Job Category No Dis. % Health 12 Engineering 10 Computer-related 10 Teaching 9 Sales, marketing 8 Subtotal 49

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Job Category, continued

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  • Bachelor’s degree:

29% 29% 22% 22%

STEM Person- related, helping D

19% 19% 23% 23%

D

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Earnings (Hourly Wage)

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Hourly wage*

  • Dis. %

No Dis. % $7.25 or less 4 3 $7.26 – 14.99 28 20 $15.00 – 21.99 33 31 $22.00 – 40.00 27 35 > $40.00 9 10 Average $25.66 $27.99 Median $18.00 $20.00

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Job Search Barriers

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Barrier

  • Dis. %

No Dis. % Not enough training 44 48 Employers assume can’t do job* 37 25 Lack of transportation 31 24 Less pay than others* 31 21 Negative employer attitudes* 29 16 Not enough education 21 22 Other 17 14

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IMPACT OF COLLEGE ON POST-GRAD EMPLOYMENT

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College Major: Impact on Employment

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73% 73% 81% 81% 85% 85% 78% 78%

D

Health sciences

  • vs. other majors

Computer science

  • vs. other majors

D = Disability

85% 85% 79% 79%

D

Education vs.

  • ther majors

D D

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Services Used: Impact on Employment

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82% 82% 74% 74% 81% 81% 74% 74%

D

Accessibility services Career services

D = Disability

81% 81% 71% 71%

D

Academic advising

D D D D

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Internships: Impact on Employment

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Disability No Disability

Currently employed Not currently working 72% 54% 53% 68% D D Currently employed Not currently working

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Work during College: Impact on Employment

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Disability No Disability

Currently employed Not currently working 72% 53% 47% 71% D D Currently employed Not currently working

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PREVIEW OF FUTURE ANALYSES

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Further Analyses Planned

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  • Quantitative:

– Outcomes by disability type – Variation by type and location of institution

  • Qualitative:

– Advice for future college students to help prepare for work after graduation

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Sample of General Comments

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  • Examples of general advice given by RCG:

“Learn how to interview...” “Experience is everything. If you can, job shadow someone in your field...”

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Sample of Disability-Specific Comments

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  • RCG with mental health disabilities:

“Take everything a day at a time...” “Be open and do not be afraid to ask for help...” “Know you’re not alone...” “Your difficulties do not make you unemployable...”

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KEY TAKEAWAYS

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Employment Prospects Post-College

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  • A college education pays off for people with

disabilities

  • 90% of RCG with disabilities reported holding

jobs after college

  • RCG with disabilities were as likely to be

employed post-college as their peers without disabilities

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Community College as Pathway to Employment

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  • RCG with disabilities were more likely than

those without disabilities to use community college as a steppingstone toward completion

  • f a 4-year degree
  • About 1 in 5 RCG with disabilities earned their

primary degree from community college

  • Reasons cited for attending community college

include lower cost, greater ease of access

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Engagement in Career Preparation Activities

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  • RCG who engaged in career preparation

activities like internships, career counseling services, and paid employment during college were more likely to be working after graduation

  • RCG with disabilities engaged in career

preparation activities during college as much as their peers without disabilities

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Engagement in Career Prep., continued

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  • Because engagement in career preparation is

associated with greater likelihood of post- college employment, and

  • Because RCG with disabilities are participating

at equivalent rates as RCG without disabilities

  • Important to ensure that services (e.g., advising,

career counseling) and opportunities (e.g., internships) at college are fully accessible, inclusive, and universally designed to benefit all students equitably

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Striving to Work

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  • RCG with disabilities are striving to work
  • About 1 in 5 who were currently employed
  • vercame job search barriers related to

transportation, negative employer attitudes, and employers assuming they could not do the job

  • Despite being as likely to be employed as peers

without disabilities after graduation, inequities remain in average earnings, typical hours worked, working arrangements, and job satisfaction

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Majoring and Working in STEM

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  • RCG with disabilities were less likely to have

majored in STEM fields and less likely to be working in STEM-related jobs after graduating

  • Among computer science majors, there was no

increased likelihood of post-college employment for RCG with disabilities, as there was for RCG without disabilities

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Second Webinar

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The ADA Generation and the Workplace: A Dialog with Recent College Graduates June 24, 2020 from 12:00 to 1:00pm

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Question & Answer

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  • Help us improve future offerings and

submit of questions for second webinar