The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education - Abstract

Oct 15, 2026

Gender differences appear in post-school outcomes for students with disabilities, but they are seldom analyzed. This study tested whether male and female high school students with disabilities differed in non-academic behaviors linked to postsecondary education and employment, using the Transition Assessment and Goal Generator. Data came from 1,537 students, 836 family members, and 139 professionals across 30 states. Results showed no gender differences in full-scale Professional or Student scores, only slight family-member differences, and construct-level variations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Study purpose

Data sources and participants

Key findings

Reported gender differences at full-scale and construct levels

The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education Career Development and Transition for Exceptional Individuals 2017, Vol. 40(3) 165–174 © Hammill Institute on Disabilities 2016 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143416629629](DOI: 10.1177/2165143416629629)[ ](DOI: 10.1177/2165143416629629)[cdtei.sagepub.com](cdtei.sagepub.com) Amber E. McConnell, PhD 1, James E. Martin, PhD 1, Jason P. Herron, PhD 1, and Maeghan N. Hennessey, PhD 1 Abstract Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and Goal Generator, we analyzed scores provided by 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states. Findings revealed no difference in full-scale scores on Professional or Student versions based on gender of the student. Family members’ overall scores for females were significantly higher, yet the difference was slight. Some differences were found at the construct level on all three versions. Construct differences and implications are discussed. Keywords assessment development, post-school outcomes, gender issues, career and vocational development Preparing students with disabilities for life after high school has been a focus of numerous laws, regulations, and policies since the mid-1980s, which together enacted a transition education process to prepare students with disabilities for postsecondary education, employment, and, as needed, independent living (Neubert & Leconte, 2013) . Transition education practices include using transition assessments to identify students’strengths and needs to build annual transition goals within the transition planning section of students’Individualized Education Programs (IEPs; Peterson et al., 2013). Yet, students with disabilities continue to lag behind their peers in post-school education and employment outcomes. Individuals with disabilities are twice as likely to be unemployed than their peers without disabilities (Hartnettet al., 2014) . Furthermore, post-school employment and further education discrepancies exist by gender. Erickson, Lee, and von Schrader (2013) found only 31.1% of women with disabilities between the ages of 21 and 64 in the United States were employed compared with 35.9% of men. Work experience proves important for both males and females and allows participants to gain a sense of responsibility, persistence, confidence in pursuing other jobs, and work ethic, yet females tend to experience longer periods ofunemployment after high school (Lindstrom, Doren, & Miesch, 2011) . Sanford et al. (2011) found 6 years after high school, 75% of males were employed versus 64% of females. Females also report a lack of female role models in the workplace (Ferri & Connor, 2010) . Although males with disabilities are more often employed, they seem more willing to accept “the status quo,” as long as they have steady employment. Females tend to display higher levels of persistence and adaptability when faced with workplace and personal challenges (Lindstrom et al., 2011) . In higher education, only 31% of males and 22% of females disclose their disability to the institution. However, female students with disabilities are significantly more likely to graduate from college than their male peers (Pingry-O’Neill, Markward, & French, 2012) . In addition, approximately 58% of males and 72% of females who enter higher education do not consider themselves to have a disability after high school (Newman et al., 2011) . Powers, Hogansen, Geenen, Powers, and Gil-Kashi

FAQs

What was the study designed to determine?

The study examined whether male and female high school students with disabilities scored differently on non-academic behaviors related to post-school education and employment, using the Transition Assessment and Goal Generator.

What data sources and sample size were used?

The analysis used scores from 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states.

Did the study find differences in full-scale scores by gender?

No. Findings showed no difference in full-scale scores on Professional or Student versions based on the gender of the student.

Were any gender differences found at more detailed levels?

Yes. Some differences appeared at the construct level across all three versions, and the abstract notes implications based on these construct differences.

Oct 15, 2026

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