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PURPOSEUnderstanding the career decision self-efficacy and outcome expectations of college students with disabilities (CSWD) are important to ensure their career-related activities participation and transition into the workforce. Therefore, the purpose of the present study was to examine the influences of disability identity, ethnic identity, perceptions of career barriers, and social supports on the career decision self-efficacy and outcome expectations of CSWD.METHODThe study utilized a cross-sectional survey design and the sample consisted of 312 CSWD recruited at two 4-year universities in Midwestern and Southeastern areas. A series of hierarchical regression analyses was used to examine the factors, including disability identity, ethnic identity, social support, perceived career barriers, ethnicity, gender, and disability types affect career decision self-efficacy, and career outcome expectations of CSWD.RESULTSThe results showed that 30.1% of variability, F(7, 248) = 15.272, p< .001, in career decision self-efficacy was explained by disability identity, ethnic identity, social support, perceived career barriers, ethnicity, gender, and disability type. Social support was the largest contributor to career decision self-efficacy. In addition, 56.1% of variability, F(8, 247) = 39.433, p< .001, in career outcome expectations was explained by disability identity, ethnic identity, social support, perceived career barriers, career decision self-efficacy, ethnicity and gender. Career decision self-efficacy was the largest contributor to career outcome expectations.CONCLUSIONSSeveral implications for rehabilitation professionals, educators, and researchers are provided.First, the intersection of social identities (i.e., disability identity and ethnicity identity) requires increased attention in the rehabilitation fields. Sociocultural backgrounds and diverse identities are factors that have been identified as influencing career development of CSWD. Rehabilitation counselors and relevant professionals can play critical roles in supporting and empowering CSWD to develop positive disability and ethnic identities within the postsecondary education environments. Second, appropriate social support from family, peers, faculty, and disability service specialists, inclusive campus climate, and career-related development support in postsecondary education are essential for positive career outcomes of CSWD. Lastly, the effective career services could assist underrepresented CSWD building a sense of identity, confidence, and beliefs of competencies for career decisions and career outcomes, also, eliminate perceptions of career barriers attributing to intersecting multiple identities.

While the Multicultural Counseling Competencies (MCC) can be used for all populations, there is a gap between Awareness: Attitudes and Belief, Knowledge, Skills, and Application. As many underrepresented groups are increasingly becoming a major part of the demographic transformation, being culturally competent is critical. We examined the cognitive, behavior/action, and application categories in both the 1996 and 2016 MCC. Thus, we discovered more cognitive and behavioral/action than application statements in both the 1996 and 2016 MCC. Recommendations and implications are discussed.

Diverse people living throughout the world have existed for many centuries. Perhaps, the United States may have one of the most diverse populations in recent memory. There are indications that human service organizations need to be more accessible when underrepresented groups either seek, or are in the pipeline of providers. To facilitate outcomes of all populations, we assert that the Multicultural Counseling Competencies (MCC) model that deals with awareness, knowledge, and skills should emphasize the applicationconcept more. We operationalized cognitive, behaviorand action, and applicationterms and applied these terms to the MCC in extensive examples. Additionally, we highlight that the use of the terms behaviorand actionare mistakenly conflated to mean application. Thus, decreasing application principles in the MCC. Future research and recommendations are highlighted.

Contemporary demographics reveal that the Asian Population is the fastest growing minority in the U.S. Thus, vocational rehabilitation counselors must be prepared to face cultural dynamics that can influence outcomes in the treatment process. While many people may view Asians as a homogenous population, people who are of Asian descent come from many places including, but not limited to Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, Vietnam and Asian/Pacific Islander population. The present study provides information about the Asian culture relative to people with disabilities and seeks to give clinicians more tools to apply when working with people who are of Asian descent. Asians represent 4.8% of the civilian non-institutionalized population. Since the Asian/Pacific Islander population is a large racial ethnic group in the U.S., it is important to understand how vocational rehabilitation counselors educate them to live in their new land.

Vocational rehabilitation (VR) acceptance has been explored by many research teams over the last 30 years. However, none of the prior studies explored the multitude of demographic variables that may influence VR acceptance and the possible interactions of those variables with VR acceptance. Extrapolating demographic variables from the national RSA-911 database of persons who sought vocational rehabilitation services, a Chi-squared Automatic Interaction Detector (CHAID) and the backwards elimination method of entry were used as the test statistic. Race, education, monthly public assistance at application, and marital status, respectively, were significantly correlated to VR acceptance. Implications for VR counselors and educators are discussed.

Vocational rehabilitation outcome discrepancy studies point to a lingering disparity in outcomes between Northern European- Americans (white) and racial minority groups in the United States. Despite the history of the study of white privilege and its impact in many fields and disciplines, the possible connection between vocational rehabilitation outcome discrepancies and the values and attitudes engendered by white privilege are rarely discussed in rehabilitation literature. This paper explores the possible role of white privilege in disparities between vocational rehabilitation outcomes experienced by racial minorities and those experienced by whites.

Vocational Rehabilitation (VR) research focusing on race, ethnicity and other demographic variables has continued to gain needed attention in the VR literature over the past ten years. In the study described here, the Chi-squared Automatic Interaction Detector (CHAID), an exploratory multivariate statistical tool from Answer Tree (SPSS, 2001), was used to investigate closure codes (statuses) with Race, Ethnicity, Age, and Gender. The test statistic revealed a statistically significant difference with the Hispanic ethnicity, age, and types of closures with the race (i.e., African American and White American) of customers in the United States VR system. Particularly, customers who are non-Hispanic (African Americans) between the ages of 51-60 are more likely not to be accepted for VR services (Status 08 from 02) and once accepted for VR services, close not rehabilitated (Statuses 28,30, & closed from pre-service, Status 38 from Status 04). Results further indicated that Black (African American) and White (European American) Hispanics in the United States VR system tend to have different experiences. Suggestions for VR counselors are discussed.

The family, culture of origin and community comprise opportunity structures for the transition of students with disabilities from school to adulthood. A distinction is made between perceived and actual opportunity structure. Perceived opportunity structure is the subjective meaning that students ascribe to family, culture of origin, and community as instruments of transition. Actual opportunity structure is the objective characteristics of family, culture of origin and community that constitute the context of transition. When the students' characteristics are considered, transitional services can at times, fall short of desired outcomes. The success of students with disabilities who are transitioning from school to adult status is greater when rehabilitation services provide a seamless connection between family, culture and community as resources for transition.

The purpose of this study was to investigate whether successfully closed (Status 26) African Americans and White Americans differed in the type of vocational rehabilitation (VR) services received. Authors used the chi-square and phi coefficient to ascertain the association and significance between the independent and dependent variables, respectively. The results revealed the three services most commonly received by African Americans were maintenance, transportation, and adjustment training. The three services most commonly received by white Americans after successful case closure included college or university training, physical and mental restoration, and diagnostic or assessment, processes. In addition, job placement, job referral, and “other” were statistically significant for African Americans and miscelIaneous for White Americans, The races did not differ on business or vocational training, counseling, and on-the-Job training. The article also identifies some implications for VR counselors.

The purpose of this study was to examine whether African Americans, European Americans, and other races and ethnicities with disabilities differed in perceived job placement efficacy of vocational rehabilitation (VR) services in the United States. Binary logistic regression was employed to predict how African Americans, European Americans, and other races and ethnicities would view VR services in assisting them to get Jobs. The test statistic revealed that race/ethnicity and perceived VR service efficacy among VR customers were not statistically significant. However, as the number (answering yes on the NIHS) of African Americans, European Americans, and other races and ethnicities increased, they perceived that the VR services they received did not assist them in getting a Job. Future research considerations for VR administrators and counselors are discussed.

The United States is transitioning into the new millennium with actual and projected growth in racial and ethnic minority populations. However, racial minority customers remain underrepresented among those receiving services in vocational rehabilitation. Moreover, there is a differential rate of acceptance for customers from racial and ethnic minority and female populations and those who are White (non-Hispanic). While we recognize that the types of service received and severity of disability (and other variables), for example, are important variables to consider when examining VR Ineligibility discrepancies, studies that used these specific variables in relation to VR acceptance were scarce. This article examines the findings of past researchers who have explored the reasons for discrepancies within the vocational rehabilitation (VR) system. Future research and considerations for VR counselors are discussed.

This article examines vocational rehabilitation services to Latinos with disabilities living in the United States. As the number of Latinos increases, cultural competence is a must for rehabilitation counselors seeking to facilitate access to needed vocational rehabilitation services. More so, based on past research, minorities (a) tend to earn less when successfully rehabilitated than non-minorities, (b) are more likely to be unsuccessfully rehabilitated, and (c) are less likely to be found eligible than their non-minority counterparts when seeking vocational rehabilitation services. Related theoretical concepts and comparative data between minority and non-minority populations are discussed. Approaches to practice and program development are presented.

The purpose of this study was to examine whether African Americans and European Americans with disbilities would differ in hourly wages and hours worked after being closed successfully. The t-test and point biserial correlation was used to determine whether the means of hours worked and hourly wages differed significantly between African Amencans and European Americans. A statistically significant difference emerged between the two group on hourly wages after the successful completion of the rehabilitation process; however, hours worked at close were not statistically significant. Average weekly hours, average wages per hour, and race proved to be only negligibly associated and statistically significant. African Americans tend to earn less than their European American counterparts after successful closures. Future research considerations are discussed.

The purpose of this study was to examine whether Americans and European Americans disability would differ in vocational rehabilitation (VR) acceptance. The author used a Chi-square test of independence as the test statistic. Because the majority of previous studies of VR acceptance fail to use a relational statistic to test the practical significance among explanatory and criterion variables, the phi coefficient was utilized. Relational statistics are important because it shows how variables relate, either negatively or positively. Using this methodology, there was no statistically significant difference between African Americans and European Americans. Moreover, the strength of the association between variables proved slight, even in the presence of a relatively large sample. The author concludes by discussing limitations and future research.

This article presents a comprehensive career assessment model for working with persons with disabilities. This model includes the use of a comprehensive assessment of aptitudes, achievement, vocational interests, career maturity, and career-related self-efficacy as well as vocationally relevant medical, psychological, and vocational information. Finally, a process to integrate the information for use in career counseling is proposed. This process includes the use of a computerized transferability of skills analysis and job matching system to integrate the information and generate a listing of potential avenues for career exploration.