ERIC Number: ED342204
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Being Female--A Secondary Disability? Gender Differences in the Transition Experiences of Young People with Disabilities.
This paper synthesizes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students concerning differences in the secondary educational and postschool experiences of male and female young people. NLTS provided data on more than 8,000 youths who received special education in secondary schools in the 1985-86 school year and results of followup telephone interviews in 1987 and 1990. Young women with disabilities differed from males in that they reported significantly lower involvement in activities outside the home especially in employment. They also differed from non-disabled females in showing low employment rates and lack of increased employment over time. Other differences between women and men with disabilities include the women's lower rate of full time employment and lower wages with the gaps widening with time out of school. In other areas women were less engaged in other productive activities outside the home, less likely to belong to organized groups or to see friends socially. Findings also suggested three factors contributing to these gender differences in post-school outcomes: (1) females in secondary special education tended to be more seriously impaired; (2) females were less likely to take occupationally specific vocational training in secondary school; and (3) the females were more likely to marry and become mothers soon after school than females in the general population. Numerous tables present the study's findings in detail. Two appendixes conclude the document; Appendix A provides greater detail on several methodogical aspects of the NLTS and Appendix B provides a list of reports and papers available, based on the NLTS, with ordering information. (32 references) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students