Chapter V: Evaluation of the Program by External Reviewers
8. What elements may make this career development program stronger?
Evaluator one suggested that the program may be stronger if it provides Learning Disability testing. The benefit of re-testing individuals for LD is because some
educational institutions do not accept previous Individualized Educational Plans.
Additionally, there may be new information about the individuals and the LD. The process may also be helpful for the individual in re-learning about the LD in order to elicit advocacy. Evaluator II did not have any additional suggestions for strengthening the program that were not discussed in the responses above.
Evaluator three responded that, overall, this program has all the of elements that a career development program requires. It takes into consideration the various needs of the population it is trying to serve. It considers the need to work cooperatively with the other resources on the campus that is there to serve the AAMLD population. The design of the program also ensures that students learn about themselves as it relates to their career development, maturity, and choices. Therefore, the only thing that can make this program stronger is the assurance that the faculty and staff selected to be part of this program are all there to help AAMLD succeed.
Conclusion
In conclusion, the Career Development Program for African American males proposed in this thesis project suggested has been developed and created in essence to provide services based on the needs and challenges the literature has suggested for the population. The program attempts to incorporate the career development process by exposing participants to the career development process and introducing job search strategies, while maintain a focus on the challenges and limitations of having a learning disability. At the end of completing this program it would be expected that individuals will have gained exposure and information to career interests, values, and traits and job accommodations, interviewing skills, networking skills, and resume writing skills.
References
Alston, R. J., & Bell, T. J. (1996). Racial identity and African Americans with disabilities: Theoretical and practical considerations. Journal of
Rehabilitation, 62(2), 11-15.
Americans with Disabilities Act of 1990, Pub.L. No. 101-336, § 2, 104 Stat 328 (1991) Bandura, A. (1986). Social foundations of thought and action. Englewood, Cliffs, NJ:
Prentice Hall.
Barthel, M., (2014, August 10). Black men need more education than white men to get jobs. The Atlantic. Retrieved from
http://www.theatlantic.com/education/archive/2014/08/black-men-need-more-education-to-get-the-same-jobs/375770/
Bingham, R. P., & Ward, C. M. (2001). Career counseling with African American males and females. In W.B. Bingham, R.P. Bingham, T.B. Brown, & C.M. Ward, (Ed.) Career counseling for African Americans (pp. 49-75). Mahwah, NJ: Lawrence Erlbaum.
Brown, M. T. (1995). The career development of African Americans: Theoretical and empirical issues. In F.T.L., Leong (Ed.), Career development and vocational behavior of racial and ethnic minorities, (pp.7-36). Mahwah, NJ: Lawrence Erlbaum.
Carter, E. W., Trainor, A. A., Cakiroglu, O., Swedeen, B., & Owens, L. A. (2010).
Availability of and access to career development activities for transition-age youth with disabilities. Career Development for Exceptional Individuals, 33(1), 13-24.
California State University, Northridge (n.d.) Career services. Retrieved http://www.csun.edu/dres/career-services
Castellanos, P., & Septeowski, D. (2005). Career development for persons with learning disabilities. Advances in Special Education, 16, 157-181.
Cheatham, H. (1990). Africentricity and career-development of African-Americans.
Career Development Quarterly, 38(4), 334-346.
Cobb, R., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32(2), 70-81.
Cornileus, T. (2013). “I’m a black man and I’m doing this job very well”: How African American professional men negotiate the impact of racism on their career development. Journal of African American Studies, 17(4), 444-460.
Coutinho, M., Oswald, D., & Best, A. (2002). The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education, 23(1), 49-59.
Cross, W. E. (1978). The Thomas and Cross models of psychological nigrescence a review. Journal of Black psychology, 5(1), 13-31.
Cross Jr., W. E. (1971). The Negro-to-Black conversion experience. Black World, 20(9), 13-27.
Dipeolu, A., Reardon, R., Sampson, J., & Burkhead, J. (2002). The relationship between dysfunctional career thoughts and adjustment to disability in college students with learning disabilities. Journal of Career Assessment, 10(4), 413-427.
Delgado, R., & Stefanic, J. (2001). Critical race theory: An introduction. New York:
NYU Press.
Farley, R. C., Schriner, K. F., & Roessler, R. T. (1988). The impact of the occupational choice strategy on the career development of rehabilitation clients. Rehabilitation Psychology, 33(2), 121-125. doi:10.1037/h0091688
Enright, M. S., Conyers, L. M., & Szymanski, E. M. (1996). Career and career-related educational concerns of college students with disabilities. Journal of Counseling and Development, 75(2), 103-114. Retrieved from
http://search.proquest.com/docview/219010180?accountid=7285
Foud, N.A., & Bingham, R. (1995). Career counseling with racial/ethnic minorities. In W. Walsh & S. Osipow (Eds.), Handbook of vocational psychology (pp. 331- 366). Hillsdale, NJ: Erlbaum.
Gysbers, N. C., Heppner, M. J., Johnston, J. A., & Neville, H.A., (1998). Empowering life choices: Career counseling in cultural contexts. In N. Gysbers, M. Heppner &
J. Johnston (Ed.), Career counseling: Process, issues and techniques, (pp.50-76.
Boston: Allyn & Bacon.
Hanley-Maxwell, C., & Szymanski, E., (1996). Career development of people with developmental disabilities: An ecological model. The Journal of Rehabilitation 62(1), 48-55.
Harper, S. (2010). In his name: Rigor and relevance in research on African American males in education. Journal of African American Males in Education, 1(1), 1-6.
Harper, S., & Davis, C. (2012). They care about education: A counternarrative on black
male students' responses to inequitable schooling. Educational Foundations, 26(1-2), 103-120.
Heft, H. (2013). An ecological approach to psychology. Review of General Psychology, 17(2), 162.
Helms, J., & Piper, R. (1994). Implications of racial identity theory for vocational psychology. Journal of Vocational Behavior, 44(2), 124-138.
Holland, J. L. (1973). Making vocational choices: A theory of careers. New York:
Prentice Hall.
Howard, T. (2008). Who really cares? The disenfranchisement of African America males in pre K-12 schools: A critical race theory perspective. The Teachers College Record, 110(5), 954-985.
Koch, L.C. (2000) Career development interventions for transition-age youths with disabilities. Work, 14(1), 3-11.
King, N., & Madsen, E. (2007). Contextual influences on the career development of low- income African American youth: Considering an ecological approach. Journal of Career Development, 33(4), 395-411.
Kulkarni, M. (2012). Social networks and career advancement of people with disabilities. Human Resource Development Review, 11(2), 138-155.
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interests, choice and performance. Journal of Vocational Behavior, 45, 79-122.
Lindstrom, L., Doren, B., Metheny, J., Johnson, P., & Zane, C. (2007). Transition to employment: Role of the family in career development. Exceptional
Children, 73(3), 348-366.
Lent, R., & Brown, S. (1996). Social cognitive approach to career development: An overview. Career Development Quarterly, 44(4), 310-321.
Marcia, J. E. (1980). Identity in adolescence. Handbook of Adolescent Psychology, 9, 159-187.
McCollum, V. J. C. (1998). Career development issues and strategies for counseling African Americans. Journal of Career Development, 25(1), 41-52.
Minority male community college collaborative (n.d.). Vision statement. Retrieved from http://interwork.sdsu.edu/sp/m2c3/about-us/
Mpofu, E., & Harley, D. A. (2006). Racial and disability identity: Implications for the career counseling of African Americans with disabilities. Rehabilitation Counseling Bulletin, 50(1), 14-23.doi:10.1037/0022-0167.51.1.68
Parham, T. A. (1989). Cycles of psychological nigrescence. The Counseling Psychologist, 17, 187-226.
Parham, T. A., & Helms, J. E. (1985). Relation of racial identity attitudes to self- actualization and affective states of Black students. Journal of Counseling Psychology, 32(3), 431.
Los Angeles Southwest College (n.d.). Passage Program Mission Statement. Retrieved http://www.lasc.edu/students/passage/passage.html
Rendón, L., (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education. 19(1), 33-51.
Savickas, M. (1985). Identity in vocational development. Journal of Vocational Behavior, 27(3), 329.
Savickas, M., & Porfeli, E. (2011). Revision of the Career Maturity Inventory: The adaptability form. Journal of Career Assessment, 19(4), 355-374.
Strauser, D., Zanskas, S., & Lustig, D. (2011). Career readiness and individuals with disabilities. Rehabilitation Research, Policy, and Education, 25(3-4), 173-179.
Shifrer, D., Muller, C., & Callahan, R. (2011). Disproportionality and learning
disabilities: Parsing apart race, socioeconomic status, and language. Journal of Learning Disabilities, 44(3), 246-257.
Super, D. E., Savickas, M., and Super, C.M., (1984). Career and life development. In D.
Brown & L. Brooks (3rd ed.), The life-span, life space approach to careers (pp.
121-178). San Francisco: Jossey-Bass.
Timmons, J., Willis, J., Kemp, J., Basha, R. & Mooney, M. (2010). Charting the course:
Supporting the career development of youth with learning disabilities.
Washington, DC, Institute for Educational Leadership, National Collaborative on Workforce and Disability for Youth.
U.S. House (2012). 112th Congress, 2nd Session. H.R. 3989 Student Success Act of 2012.
Government Printing office.
U.S. Census Bureau (2009). Nearly 1 in 5 people have a disability in the U.S., bureau reports. Retrieved March 12, 2014, from
https://www.census.gov/newsroom/releases/archives/miscellaneous/cb12-134.html U.S Census Bureau (2013). Workers with a disability less likely to be employed, more
likely to hold jobs with lower earnings, census bureau reports. Retrieved March12, 2014, from
https://www.census.gov/newsroom/releases/archives/
american_community_survey_acs/cb13-47.html
U.S. Department of Labor, Bureau of Labor Statistics. (2012). Persons with a disability:
Labor force characteristics [Press release]. Retrieved from http://www.bls.gov/news.release/disabl.nr0.htm
U.S. Department of Labor, Bureau of Labor Statistics. (2012). The African-American labor force in the recovery. Retrieved from
http://www.dol.gov/_sec/media/reports/blacklaborforce/
Van Noy, M., Heidkamp, M. & Kaltz, C. (2013). How are community colleges serving the needs of older student with disabilities? Retrieved from
http://www.dol.gov/odep/pdf/CommunityCollegesOlderStudents.pdf Yanchak, K. V., Lease, S. H., & Strauser, D. R. (2005). Relation of disability type
and career thoughts to vocational identity. Rehabilitation Counseling Bulletin, 48(3), 130-138.
Appendix A: Program Application
Name: __________________, __________________
Last First
Student Identification Number: ________-________
Date of Birth: __________/__________/__________
Month Day Year
Race/ Ethnicity (check all that apply): White/Caucasian_____ Hispanic/Latino_____
African American/Black_____ Asian____ Pacific Islander_____ American Indian and Alaskan_____ Other (Please specify):_____
E-mail: ________________________________________________________________
Phone Number: ( ) -___________
Are you a High School Graduate or do you have a GED? (Check one):
Yes ____ No_____
Have you ever been diagnosed with a Learning Disability?: Yes____ No_____
Did you have Individualized Educational Plan (IEP) K-12?: Yes____ No_____
I certify that all the information I am providing is accurate as to the best of my knowledge.
Student Signature: __________________________ Date:_______________
––– STAFF USE ONLY • DO NOT WRITE BELOW • STAFF USE ONLY –––
# of units enrolled:_____ Board of Governors fee waiver:____
English Placement:____ Math Placement:_____
Staff Signature:______________________ Date:_______________
Appendix B: Student Contract Purpose of the Career Development Program
Welcome to the Career Development Program!
The purpose of the Career Development Program is to provide you with exposure to career exploration process career assessment that will assist you in learning about your interest, values, traits, and skills. Additionally, you will become familiar with job
strategies such as resume and cover letters writing, networking, informational interviews, interview skills, and how to communicate your job accommodations to an employer.
Finally, you will be assisted in identifying a volunteer, job, or internship placement that is congruent with your interests and be placed with a mentor, in order to begin the process of building your professional experience.
Essentially, we want are here to assist you in exploring yourself and
career/majors, become familiar with job search strategies, and gain work experiences.
As a participant of the Career Development Program I commit to the following:
I will attend all 10 sessions that I am required to attend as a participant of the career development program. ______
Initials
In the case that I find I may need to drop below 6 units I will consult my career counselor during a walk-in appointment in ADVANCED. ______
Initials
I understand and commit to the responsibilities that as participant of the Career development program I am to seek a job, volunteer or internship placement. _____
Initials I commit to one academic year as a participant of this program. ______
Initials
In addition to obtaining a job, volunteer or internship placement of my choice, I understand that as one of the participant of the career development program I will be placed with a mentor at my placement. _____
Initials
I understand that as a participant of this program I am obligated to meet with my mentor once a week during my volunteer, job or internship. _____
Initials
I will contact my career counselor in the case that my health or any other challenges arise that may impede my participation in the program with proper medical
documentation in order to maintain good standing for the Career Development Program. _____
Initials
I understand that in the case of health or other challenges, that I must change/alter my placement I must make an appointment with my career counselor BEFORE discontinuing my placement. _____
Initials
I am aware that the career development services (i.e., career exploration, resume prep, interview prep, decision-making, networking information, and informational interview assistance) are available for one full academic year (including summer and winter) to me during and after I have gained my volunteer, job, internship placement. _____
Initials
I understand that as a participant of this program I must develop a resume and cover letter. _____
Initials
I understand that I must conduct at a minimum one informational interview during my participation in the career development program. _____
Initials
As a participant in this program I must have a career goal to obtain a Certificate, Associates degree or transfer to a University. _____
Initials
Student Signature:________________________________Date:_______________
Career Development Program Contact Information:
Jessica Ruiz Career Counselor Career Development Program
Room 100
Hours: M-Th 8:00am-6:00pm Friday 8:00am-2:00pm
Appendix C: Orientation Quiz Answer each question for 1 point.
1. I am obligated to meet with my attend ___ number of sessions in one academic year.
2. If I need to drop my class I must (Circle the best answer):
a. Meet with my counselor after I dropped my class.
b. Drop my class on-line.
b. Explore my self, career/majors, and get some experience.
c. Assist me with my classes.
d. All of the Above
5. I am required to contact my career counselor if there is any reason why I may not continue to participate in the career program.
a. True b. False
6. If I must change/alter my career placement I am to contact my career counselor before.
a. True b. False
7. I must attend ____ number of information interviews.
8. I must have the following career goal in order to participate in this program a. Obtain a certificate, associate, or transfer to a university
b. I do not need a career goal.
c. To becomes a famous.
d. None of the above.
Total Score _____/ 8 points
If you are unclear about any of the above questions feel free to ask a career counselor
Appendix D: Intake Form CAREER INTAKE FORM