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Using focus groups and individual interviews with high school girls with disabilities, college women with disabilities, special education teachers, school administrators, and employers, the study examines career development and transition needs. Barriers and supports are organized into four categories: individual/interpersonal skills, career options, school system issues, and disability needs, followed by practice-oriented recommendations.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gender-gaps-career-development-for-young-women-with-disabilities/598143/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gender-gaps-career-development-for-young-women-with-disabilities/598143.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What barriers do young women with disabilities face during the transition to careers?","Question",{"text":111,"@type":112},"The study identifies barriers across individual/interpersonal skills, career options, school system issues, and disability needs.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the concept of “double jeopardy” affect career development?",{"text":116,"@type":112},"It describes how gender stereotypes and disability discrimination combine to restrict career development and limit occupational opportunities.",{"name":118,"@type":109,"acceptedAnswer":119},"Which external factors hinder career attainment for young women with disabilities?",{"text":120,"@type":112},"External barriers include sexual harassment, socioeconomic disadvantage, educational and workplace discrimination, lack of female role models, and physical inaccessibility.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598143,1792087351,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Gender Gaps: Career Development forYoung Women With Disabilities  \nLauren Lindstrom 1, Robin M. Harwick 1, Marcus Poppen 1, and Bonnie Doren 1  \nCareer Development and Transition for Exceptional Individuals  \n35(2) 108–117  \n© 2012 Hammill Institute on Disabilities Reprints and permission: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)  \n[DOI: 10.1177/0885728812437737](DOI: 10.1177/0885728812437737)  \n[http://cdtei@sagepub.com](http://cdtei@sagepub.com)  \nAbstract  \nYoung women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/ interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.  \nKeywords  \ngender issues, career and vocational development, postschool outcomes, qualitative research, employment  \nYoung women with disabilities face unique challenges in gaining employment, accessing postsecondary education, living independently, and fully participating in their communities (Lindstrom & Benz, 2002; Rousso, 2008; Wagner, Newman, Cameto, & Levine, 2005) . During the complex transition from high school to meaningful employment, they may be faced with barriers based on both gender stereotypes and disability discrimination creating a “double jeopardy”situation that restricts career development and limits occupational opportunities (Doren & Benz, 2001; Hogansen,  \nPowers, Geenen, Gil-Kashiwabara, & Powers, 2008) .  \nThese barriers are especially pronounced in the area of employment. Although women now account for 49% of the total workforce, gender disparities in earnings are still prevalent (U.S. Department of Labor, 2011) . In 2010, female full-time year round workers earned on average 19% less than male full-time employees, and many women remain clustered in a limited number of low-paying traditional female occupations (Betz, 2005; U.S. Department of Labor, 2011) . In addition, young women graduating from highschool continue to earn less than their male counterparts. According to the U.S. Department of Education, the median income for a male high school graduate in 2009 was US$32,900 compared with US$25,000 for a female highschool graduate ([http://nces.ed.gov/](http://nces.ed.gov/)). Gender gaps in employment also impact young women with disabilities entering the workforce. The National Longitudinal Transition Study-2 reports overall gains in employment rates and wages for females who have been out of school for up to 4 years (Newman, Wagner, Cameto, & Knokey, 2009) . However, this same report documents that young women with  \ndisabilities have lower participation in high-skilled jobs and work fewer hours per week than their male counterparts. Several other studies have found gender differences on important postschool employment indicators, including significantly lower postschool employment rates, lower participation in full-time work, lower earnings, and lower participation in high-skilled jobs for females with disabilities compared to their male peers (Doren & Benz, 2001; Doren, Gau, & Lindstrom, 2011; Rabren, Dunn, & Chambers, 2002; Wagner et al., 2005) .  \nThere are both internal and external barriers that contribute to gender disparities in postschool career options (Betz, 2005; Nosek & Hughes, 2003). Internal barriers may include multiple role conflicts, skill deficits, underestimation of capabilities, poor self-efficacy, low outcome expectations, and constrictive gender role socialization (Noonan et al., 2004; Smith, 2007) . As young women prepare to transition to adulthood, they are at the critical","cbCairBXIgJb3Zos","https://ap.wps.com/l/cbCairBXIgJb3Zos","pdf",278614,"English","# Abstract\n# Background: Gender gaps and barriers\n## Employment and earnings disparities\n## Double jeopardy: gender stereotypes and disability discrimination\n# Identified internal barriers\n## Identity formation and vocational self-efficacy\n# Identified external barriers\n## Harassment, discrimination, accessibility, and limited experiences\n# Study approach and recommendations","[{\"question\":\"What barriers do young women with disabilities face during the transition to careers?\",\"answer\":\"The study identifies barriers across individual/interpersonal skills, career options, school system issues, and disability needs.\"},{\"question\":\"How does the concept of “double jeopardy” affect career development?\",\"answer\":\"It describes how gender stereotypes and disability discrimination combine to restrict career development and limit occupational opportunities.\"},{\"question\":\"Which external factors hinder career attainment for young women with disabilities?\",\"answer\":\"External barriers include sexual harassment, socioeconomic disadvantage, educational and workplace discrimination, lack of female role models, and physical inaccessibility.\"}]","Gender Gaps - Career Development for Young Women With Disabilities | PDF",1792086366,25]