An Intersectional Examination of College and Career Readiness for Youth with and without Disabilities
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| Title: | An Intersectional Examination of College and Career Readiness for Youth with and without Disabilities |
|---|---|
| Language: | English |
| Authors: | Allison R. Lombardi (ORCID |
| Source: | Journal of Education. 2025 205(2):87-97. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190170 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | College Readiness, Career Readiness, Students with Disabilities, Racial Differences, Ethnicity, Instructional Program Divisions, Racial Composition, Disadvantaged Youth, Early Experience, Trauma, Youth, Secondary School Students, Student Characteristics, Institutional Characteristics |
| DOI: | 10.1177/00220574241309818 |
| ISSN: | 0022-0574 |
| Abstract: | Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities (N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modeled as outcomes of the student- and school-level predictors: race/ethnicity, grade level, and disability status, percentage of White students at school, percentage of students experiencing economic disadvantage, and adverse childhood experiences. Findings show significant student- and school-level variance is explained across the domains. Youth with disabilities scored lower on all domain scores. Results demonstrate the importance of modeling intersecting characteristics to understand the combination of individual and contextual risk factors that may affect CCR for youth and inform collaborative efforts among school staff. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1468199 |
| Database: | ERIC |
| Abstract: | Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities (N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modeled as outcomes of the student- and school-level predictors: race/ethnicity, grade level, and disability status, percentage of White students at school, percentage of students experiencing economic disadvantage, and adverse childhood experiences. Findings show significant student- and school-level variance is explained across the domains. Youth with disabilities scored lower on all domain scores. Results demonstrate the importance of modeling intersecting characteristics to understand the combination of individual and contextual risk factors that may affect CCR for youth and inform collaborative efforts among school staff. |
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| ISSN: | 0022-0574 |
| DOI: | 10.1177/00220574241309818 |
