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Purpose: Understanding 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. Method: The 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. Results: The results showed that 30.1% of variability, F(7, 248) = 15.272, p < 0.001, 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 < 0.001, 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. Conclusions: Several 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.

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 "application" concept more. We operationalized "cognitive," "behavior" and "action," and "application" terms and applied these terms to the MCC in extensive examples. Additionally, we highlight that the use of the terms "behavior" and "action" are mistakenly conflated to mean "application." Thus, decreasing application principles in the MCC. Future research and recommendations are highlighted.

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.

The relationship of receiving college and university training within the state vocational rehabilitation (VR) program to pre-VR consumer characteristics was investigated with a multiple direct logistic regression technique. A model containing 11 pre-VR characteristics predict the reception of college and university training for a multidisability set of consumers who received VR services (R[superscript 2] = 0.11). Characteristics represent both intrinsic and extrinsic properties of consumers associated with the outcome variable. A second analysis on the relationship between college and university training and competitive employment was conducted with a simple logistic regression technique. Consumers were less likely to secure employment following the reception of college and university training (R[superscript 2] = 0.00). Results are discussed in the context of plausible explanations and implications for career counseling. (Contains 2 tables.)

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. (Contains 1 table.)

Compared with other ethnic minorities in the United States, numbers for the Hispanic population are significantly escalating. In the study described here, a chi-square test of proportions was used to examine the vocational rehabilitation (VR) acceptance rates among Hispanics and non-Hispanics. The test statistic revealed a statistically significant difference between race/ethnicity and VR acceptance. In particular, Hispanics are more likely to be accepted for VR services than are non-Hispanics in the United States. Implications for VR counselors are discussed.

Investigated differences in closure rates between blacks and whites in the vocational rehabilitation (VR) system, also noting differences in educational status. Closure rates are a major indicator of social support and treatment in VR service environments. Data from one state's Rehabilitation Services Administration indicated that race and VR closure status were statistically significant, and there was a statistically significant difference between race and closure statusand race and educational status. (SM)

Examines the relationship of vocational rehabilitation (VR) acceptance to race, education, work status, and primary source of support at application. Results show that the primary source of support and race were statistically significant. As customer earnings increased, the likelihood for being accepted for VR decreased. European Americans were more likely than African Americans to be accepted for VR services. (Author/MKA)

Labor force trends in the United States reveal interesting patterns that are important for vocational rehabilitation (VR). Employment statistics in April of the new millennium reflected almost 130 million U.S. [...], The type of jobs that people with hearing impairments have has been investigated over the past few decades. However, no empirical studies have been conducted analyzing occupational classification for members of this population who used the resources of the state federal vocational rehabilitation (VR) program. Proportions of deaf and hard of hearing VR consumers across professional and non-professional occupations were examined for differences. Results are discussed along with implications for rehabilitation counselors and educators.

Diversity and growth are two terms that best describe America's older population. This extensive population is a heterogeneous group, in as much as they differ in relation to age, gender, [...], Service needs among aging historically underrepresented racially and ethnically diverse populations with disabilities are increasing at an alarming rate in the United States. Consequently, it is obvious that current rehabilitation legislation and practices must be refined and extended to provide opportunities for this population. This article familiarizes rehabilitation practitioners with the Rehabilitation Act of 1973, the 1992 and 1998 amendments to the Act, and the Americans with Disabilities Act (ADA). Each of these initiatives establishes the potential for real reform in disability policy and practice. These pieces of legislation are discussed within the framework of aging racial and ethnic populations with disabilities and implications for improved service delivery. Rehabilitation and counseling practices desperately need to be reformed. In addition to reinforcing present laws, we must work within the system to make sure no disadvantaged aging individual is left behind. Aging represents the crowning point of one's life, thus, seniors should be viewed as contributing members of society, rather than a burden. It is clear that we have a legal as well as a moral responsibility to provide appropriate services. The key to effective service reform will include effective leadership, communication, collaboration, training, advocacy, and innovative legislative initiatives

The new millennium seems certain to bring profound changes in the physical appearance of the typical United States (U.S.) citizen (Rehabilitation Services Administration, 1993; U.S. Bureau of the Census, 1996). [...], The study at hand replicated Wilson's (1999) investigation to see whether African Americans and White Americans with disabilities differ in vocational rehabilitation (VR) acceptance in another midwestern state (Michigan). The results showed a statistically significant difference between race and VR acceptance, although the association was small (phi coefficient =.046). African Americans in this study were less likely than White Americans to be accepted for VR services. These results challenge earlier results reported by Wilson (1999), Wheaton (1995), and Peterson (1996) in that no differences appeared in VR acceptance rates by race. The authors also suggest further research and highlight possible obstacles that counselors need to overcome to be more sensitive to ethnic and racial minorities seeking VR services.

With the changing demographics in the United States, it is imperative that vocational rehabilitation (VR) administrators play an important role in setting a positive tone for all counselors and consumers in the VR system. Because the views and attitudes of VR administrators are regarded as a microcosm of the attitudes of the general society in which we live, helping administrators modify their ways of behaving and thinking towards underrepresented groups may prove difficult. However, VR administrators serve as role models in displaying behaviors that facilitate positive outcomes for consumers who are part of marginalize groups in the United States. Thus, it is vital that the manifestation of good will is viewed as positive by those who are receiving the services that are provided by the VR system. This article outlines a general history of multicultural competencies and common concerns that are confronted by VR administrators as they endeavor to serve all VR consumers, in particular, underrepresented groups in the VR system. Implications for rehabilitation administrators, supervisors, and counselors are discussed. [ABSTRACT FROM AUTHOR]

Explores the relationship between sex, race and closure status to the number and types of services received by consumers from a state vocational rehabilitation agency in a large midwestern state. Identification of types of services from 13 possible services a person could received; Results of binomial tests.