Youth with disabilities encounter major barriers as they transition from high school to adulthood, including school drop-out, unemployment, and limited access to post-secondary education. Women and girls with disabilities, however, are subject to “double jeopardy” : sexism as well as disability bias, and thus face additional barriers to successful transition. For example, research reveals that:

Men with disabilities are almost twice as likely to have jobs than women with disabilities.

Women with disabilities who work full time earn about half of what full time employed men with disabilities earn.

Women represent less than one-third of the population in rehabilitation programs.

Women with disabilities tend to receive less education than men with disabilities.

Only 16% of all women with disabilities are likely to have any college education compared to 28% of men with disabilities.

The mandate for transition planning with IEPs arose from data demonstrating poor outcomes for students graduating from special education. To date however, there is an alarming absence of information on the quality of such transition planning for young women and whether it effectively supports their unique needs. The need for an evaluation of transition planning may be particularly important for minority girls with disabilities, as they experience a third layer of bias in the form of racism.

The Gender and Transition project is utilizing a multimethod, multiperspective approach to investigate the quality of transition planning for young women, particularly minority women, in special education. The Project is a collaboration between Portland State University, Oregon Health & Sciences University, California State University, and Portland Public and Long Beach Unified School Districts. Three studies have been or will be conducted during the life of the project: 1) An evaluation of transition plans; 2) a survey and 3) qualitative focus groups. The findings from our program of research will be compiled and organized into briefs and policy and practice guidelines that can be used by professionals, parents and youth leaders to support the needs of young women with disabilities during transition. For information on the project, please contact Laurie Powers (503-725-9605; powersl@pdx.edu ) or Sarah Geenen (503-725-9604; geenens@pdx.edu).