An Employment Counseling Model for College Graduates with Severe Disabilities: A Timely Intervention

1992 ◽  
Vol 23 (3) ◽  
pp. 15-17 ◽  
Author(s):  
Anne R. Thompson ◽  
Melanie D. Hutto
Keyword(s):  
Job Search ◽  
College Graduates ◽  
Severe Disabilities ◽  
Intervention Strategies ◽  
Access To Higher Education ◽  
Employment Outcome ◽  
College Degrees ◽  
Successful Employment ◽  
Counseling Model ◽  
Visible Disabilities

Severely disabled individuals are seeking college degrees in greater numbers due to recent legislation making campuses and classrooms accessible, but access to higher education is not sufficient to guarantee a successful employment outcome. This paper presents a model that targets the unique job search concerns of college students with visible disabilities and utilizes assessment and individualized planning to implement appropriate intervention strategies. The model may be adapted to other campuses, using graduate internships, without additional budgeting.

Double Disadvantage or Blessing in Disguise? Understanding the Relationship Between College Major and Employment Sector

2005 ◽  
Vol 78 (3) ◽  
pp. 207-232 ◽  
Author(s):  
Josipa Roksa
Keyword(s):  
Labor Market ◽  
Nonprofit Organizations ◽  
Organizational Context ◽  
College Graduates ◽  
Labor Market Outcomes ◽  
College Major ◽  
Market Outcomes ◽  
College Majors ◽  
College Degrees ◽  
Employment Sector

Although college graduates earn substantial labor market rewards, not all college degrees are rewarded equally. Graduates who majored in female-dominated fields earn substantially lower incomes than do graduates who majored in male-dominated fields. Income differentials that are associated with different types of college majors are extensively noted but poorly understood. This article advances the previous literature by examining how college major affects the labor market outcomes of college graduates through its relationship with employment sector. The results show that graduates of female-dominated fields are disproportionately employed in public and nonprofit organizations, which offer lower monetary rewards but facilitate access to professional and managerial positions. Notably, college major and employment sector interact in ways that reduce income penalties and enhance the occupational location of graduates of female-dominated fields who work in public and nonprofit settings. These findings highlight the importance of considering organizational context in the study of labor market outcomes, particularly when examining the gendered character of educational credentials and occupations.

scholarly journals Linking Mentoring and Job Search Behavior: A Moderated Mediation Model

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Ruirui Lian ◽  
Wenjing Cai ◽  
Kun Chen ◽  
Hongru Shen ◽  
Xiaopei Gao ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Self Efficacy ◽  
College Graduates ◽  
Self Regulation ◽  
Search Behavior ◽  
Survey Study ◽  
Job Search Behavior ◽  
Search Behaviors ◽  
The Impact

The present research aims to explore the impact of mentoring relationship on college graduates’ job search behavior among Chinese undergraduate students by examining the mediator of job search intention and the moderator of job search self-efficacy. A two-wave survey study was conducted in China ( N = 594). Our findings show a positive indirect relation between mentoring and college graduates’ job search behaviors through job search intention. The graduates’ job search self-efficacy positively moderated the indirect relationship such that when job search self-efficacy was higher, the influence of mentoring on behavior via job search intention was stronger. These findings extend the literature by clarifying how and when mentoring facilitates graduates’ job search behaviors and provide practical implications for facilitating a smooth school-to-work transition in China. As the first study that empirically clarifies why (through job search intention) and when (job search self-efficacy) mentoring function is positively related to job search behavior among Chinese undergraduate students, the present study contributes to the existing mentoring and job search literature. Future research is encouraged to extend the findings by integrating theory of planned behavior (TPB) with self-regulation theory toward deepening current understanding of how and when mentoring can contribute to a student’s success in job search behavior.

Proactive personality and the successful job search: A field investigation with college graduates.

2006 ◽  
Vol 91 (3) ◽  
pp. 717-726 ◽  
Author(s):  
Douglas J. Brown ◽  
Richard T. Cober ◽  
Kevin Kane ◽  
Paul E. Levy ◽  
Jarrett Shalhoop
Keyword(s):  
Job Search ◽  
College Graduates ◽  
Field Investigation ◽  
Proactive Personality

Predictors of Job Search Intensity among College Graduates

2004 ◽  
Vol 12 (3) ◽  
pp. 332-344 ◽  
Author(s):  
Aharon Tziner ◽  
Efrat Vered ◽  
Limor Ophir
Keyword(s):  
Job Search ◽  
College Graduates ◽  
Search Intensity ◽  
Job Search Intensity

THE ROLE OF EDUCATION SIGNALING IN EXPLAINING THE GROWTH OF THE COLLEGE WAGE PREMIUM

2017 ◽  
Vol 23 (3) ◽  
pp. 1247-1286 ◽  
Author(s):  
Yu Zheng
Keyword(s):  
College Graduates ◽  
The United States ◽  
Skill Premium ◽  
Simultaneous Increase ◽  
Unskilled Labor ◽  
Signaling Mechanism ◽  
College Degrees ◽  
Us Economy ◽  
The Us

This paper incorporates an education signaling mechanism into a dynamic model of production and asks if “higher education as a signal” helps explain the simultaneous increase in the supply and price of skilled relative to unskilled labor in the United States since 1980. The key mechanism is that if college degrees serve as a signal of unobservable talent and talent is productive at the workplace, then improved access to college will enable a higher fraction of the population to signal talent by completing college, resulting in degrees being a better signal about talent and a widening skill premium. When I assess the contribution of signaling in the model calibrated to the US economy from 1980 to 2003, I find that about 10% of the increase in the skill premium can be attributed to the signaling mechanism, after adjusting for the potential decline in the quality of college graduates.

Research of the Effect Factors of College Graduates' Employability Based on the Perspective of Education

2013 ◽  
Vol 860-863 ◽  
pp. 3000-3004
Author(s):  
Shi Tong Wang ◽  
Ai Guo Xie
Keyword(s):  
Conceptual Model ◽  
Latent Variables ◽  
Goodness Of Fit ◽  
College Graduates ◽  
Influence Factors ◽  
Practical Significance ◽  
Effect Factors ◽  
Education Resources ◽  
The Core ◽  
Successful Employment

Employability was the core of college graduates' successful employment influence factors. Based on the USEM model and selecting factors of college graduates' employability and adding latent variables of education resources, research established conceptual model of college graduates' employability. The results of 7 facts showed that the fit indicators of the model proposed by this research had high goodness-of-fit. Finally, the paper analyzed the practical significance of this model.

scholarly journals The Effect of Soft Skills on the Successful Employment of Future Engineers: Self-Evaluation Results

2022 ◽  
Vol 30 (12) ◽  
pp. 59-74
Author(s):  
L. V. Bondareva ◽  
T. V. Potemkina ◽  
G. S. Saulembekova
Keyword(s):  
Job Search ◽  
Soft Skills ◽  
University Graduates ◽  
Pedagogical Practice ◽  
Job Seeking ◽  
Self Evaluation ◽  
Technological Universities ◽  
Successful Employment ◽  
High Level ◽  
The University

The research focuses on “integrating” technological universities’ graduates in the current labor market. In pedagogical practice, it is widely known that university graduates with welldeveloped “soft” skills feel more confident about their future, and they can more easily cope with job search. In order to identify the effect of “soft” skills on the readiness of future engineers to job search, a survey was conducted among 106 students, including programmers, business analysts, IT designers, materials scientists, and nanotechnologists.The authors used the statistical methods to identify the relationship between students’ self-evaluation of “soft” skills and their readiness for job-seeking. We have found that 71.7% of all respondents who determined a high level of proficiency in “soft” skills, only 29.6% are confident that job search should not cause difficulties, 28.8% can see a clear connection between their studies and future profession, and 37% believe that they have motivation for professional fulfillment.The results of the survey based on self-evaluation showed that in spite of having a high score in evaluating their “soft” skills, the respondents express extreme uncertainty that they will be competitive enough outside the university and that will be prepared to apply the skills which are crucial for successful employment.

The Effect of Undergraduate Major Choices on the Earnings of Sub-Saharan African Immigrant and Native-Born College Graduates

2020 ◽  
pp. 056943452093688
Author(s):  
Michael Seeborg ◽  
Ene Ikpebe
Keyword(s):  
College Graduates ◽  
African Immigrants ◽  
The United States ◽  
Least Square ◽  
Pay Equity ◽  
Undergraduate Major ◽  
College Degrees ◽  
Earnings Functions ◽  
Sub Saharan ◽  
And Mathematics

A very high percentage of sub-Saharan African college-graduate immigrants in the United States have college degrees in science, technology, engineering, and mathematics (STEM) disciplines compared with native-born college graduates. This study uses a pooled cross-section (2013–2018) from the American Community Survey to compare the distribution of undergraduate majors of sub-Saharan African immigrants and native-born college graduates. We estimate ordinary least square (OLS) earnings functions that include detailed college major variables. We find that undergraduate major area of study is a significant predictor of earnings and that there is an overrepresentation of sub-Saharan African immigrants with high-paying undergraduate majors. However, after controlling for human capital differences, college-educated African immigrants have not achieved pay equity with their native-born counterparts. JEL Classifications: J61, J15, J26, I21

Fortunate Sons and Daughters

2018 ◽  
Author(s):  
Deondra Rose
Keyword(s):  
Higher Education ◽  
Financial Aid ◽  
Building Blocks ◽  
Economic Benefits ◽  
Access To Higher Education ◽  
Social Citizenship ◽  
College Degrees ◽  
Higher Education Policies ◽  
The Social ◽  
Aid Programs

Chapter 6 examines the effectiveness of federal financial aid policies in expanding women’s access to higher education and the social and economic building blocks of full citizenship. While the GI Bill significantly expanded men’s access to college, it offered very little support for women interested in pursuing college degrees. Subsequently enacted financial aid programs promoted greater gender equality in socioeconomic status by increasing the probability that women would attain advanced levels of education. By making college more affordable, increasing the amount of time that students can devote to academic work, and promoting undergraduate degree completion, student financial aid programs constitute central mechanisms by which US lawmakers have supported equal social citizenship for women and men. By significantly increasing women’s access to college degrees and the social and economic benefits that are associated with higher education, landmark higher education policies have supported women’s full incorporation into American society.

Promoting Social Connections Across Environments for Students With Severe Disabilities

2017 ◽  
Vol 41 (3) ◽  
pp. 190-195
Author(s):  
John M. Schaefer ◽  
Helen Cannella-Malone ◽  
Matthew E. Brock
Keyword(s):  
High School Students ◽  
Social Relationships ◽  
Social Inclusion ◽  
Severe Disabilities ◽  
Intervention Strategies ◽  
Social Connections ◽  
School Students ◽  
The Social ◽  
Students With Severe Disabilities

Building and maintaining positive social relationships is important to every young adult’s quality of life. However, supporting the social inclusion of middle and high school students with severe disabilities can be extremely challenging. Moreover, promoting social inclusion in one classroom may have little impact on social outcomes in other classrooms, in the hallway, in the lunchroom, or out in the community. This article provides a practical framework for how professionals and peers can partner to support the social inclusion of students with severe disabilities across environments. In addition, easily accessible descriptions of research-based assessment and intervention strategies along with references to other tools and practitioners’ guides are included.

Sign in / Sign up

Export Citation Format

Share Document