Grant Recipients
Jay Michela, Psychology
Roxy Merkand, Psychology
Description
When navigating co-operative education programs and early-career employment, YwD face barriers to securing work and gaining relevant employment experiences that their non-disabled peers do not encounter. YwD generally lack knowledge of how best to disclose invisible disabilities during job search and in the workplace, often resulting either in self-selection out of co-operative education programs or in disclosure that negatively impacts employment.
Our previous research with more than 150 YwD at UW revealed 6 strategies students use to communicate disability-relevant information in employment contexts—informing development of a measure that assesses the extent to which these strategies are used. Using this measure, this project will investigate YwD’s use of these strategies at work; link strategy use to workplace outcomes; and examine how these relationships shift once youth transition into adulthood. By compiling and disseminating effective strategies, we aim to promote meaningful employment experiences and support YwD as they manage work-related self-disclosures.
References
Blair, B. F., Millea, M., & Hammer, J. (2004). The impact of cooperative education on academic performance and compensation of engineering majors. Journal of Engineering Education, 93(4), 333-338.
Casler, K., Bickel, L., & Hackett, E. (2013). Separate but equal? A comparison of participants and data gathered via Amazon’s MTurk, social media, and face-to-face behavioral testing. Computers in human behavior, 29(6), 2156-2160.
Co-operative Education and Work-Integrated Learning Canada (2019). What is cooperative education?. https://www.cewilcanada.ca/co-op-defined.html
Dressler, S., & Keeling, A.E. (2011). Benefits of cooperative and work-integrated education for students. In R. K . Coll & K.E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research, and practice (pp. 261-275). Lowell, MA: World Association for Cooperative Education.
Hora, M., Chen, Z., Parrott, E., & Her, P. (2020). Problematizing college internships: Exploring issues with access, program design and developmental outcomes. International Journal of Work-Integrated Learning, 21(3), 235.
Jackson, D. (2013). The contribution of work-integrated learning to undergraduate employability skill outcomes. Asia-Pacific Journal of Cooperative Education, 14(2), 99-115.
Moss, A. J., Rosenzweig, C., Robinson, J., & Litman, L. (in press). Demographic stability on mechanical turk despite COVID-19. Trends in Cognitive Sciences.
National Center for Education Statistics. (2019). Students with disabilities. https://nces.ed.gov/fastfacts/display.asp?id=60
Turcotte, J. F., Nichols, L., & Philipps, . L. (2016). Maximizing opportunity, mitigating risk: Aligning law, policy, and practice to strength work-integrated learning in Ontario. Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/Maximizing-Opportunity-Mitigating-Risk.pdf
University of Waterloo. (2020). 2019 Co-Operative Education Annual Report. https://uwaterloo.ca/co-operative-education-annual-report/sites/ca.co-operative-education-annual-report/files/uploads/files/2019_co-op_annual_report.pdf
Zegwaard, K. E., & Coll, R. K. (2011). Using cooperative education and work-integrated education to provide career clarification. Science Education International, 22(4), 282-291.