Open AccessUniversity Graduates with a Disability: The Transition to the Workforce
Author(s) -
Jennifer Gillies
Publication year - 2012
Publication title -
disability studies quarterly
Language(s) - English
Resource type - Journals
eISSN - 2159-8371
pISSN - 1041-5718
DOI - 10.18061/dsq.v32i3.3281
Subject(s) - workforce , graduation (instrument) , medical model of disability , disability studies , transition (genetics) , state (computer science) , identity (music) , work (physics) , power (physics) , psychology , sociology , public relations , political science , gender studies , psychiatry , law , mechanical engineering , biochemistry , chemistry , physics , geometry , mathematics , algorithm , quantum mechanics , computer science , acoustics , gene , engineering
Critical disability theory asserts that persons with disabilities ought to have equal access to all aspects of social life and key sites of power, including education and employment. Although provincial and federal laws have resulted in increased numbers of persons with disabilities attending university, many of these students will not obtain the jobs they desire upon graduation, nor feel truly accepted and included within the workforce. This exclusion limits their ability to fully participate in society and adds to the perceived ‘burden’ of disability. This study, which involves interviews with 10 university graduates with disabilities as they made the transition from university to employment, examines: (a) their search for meaningful employment, (b) their experience of discrimination, (c) their concerns about disclosing a disability, and (d) how the transition influenced the construction of their identity. Findings suggest that the state of the employment market does not meet the tenets of the critical disability movement. Key Words: Disability; Persons with disabilities; school to work transition; post-secondary education; employment; critical disability theory