RRTC-Transition Study 5: Mentoring for the Future: An Intervention Development Study Promoting Career Development and Customized Employment for Blind, DeafBlind, and Low Vision Youth
Available formats: PDF
The RRTC on Employment among Transition-Age Youth with Disabilities is conducting six studies aimed at developing effective practices to improve employment outcomes of transition-aged youth. This plain language research brief provides an overview of Research Study #5.
The goal of this study is to test how well a peer mentoring program for Blind, low vision, and DeafBlind youth in their senior year of high school works. We want to find out if peer mentoring helps students identify career pathways. Also, we want to know if exploring these pathways will assist students in finding jobs or getting into education programs. Additionally, we want to find out if meeting and working with employees with vision impairments will change employer attitudes and how employers think about hiring people with these disabilities.
Study Overview
Our study will research the impact of a current peer mentoring program between the Virginia Department for the Blind and Vision Impaired and Virginia Commonwealth University.
In this study, we will:
- Examine the journey of rising high school seniors with vision impairments in a nine-month peer mentoring and work-based learning program.
- Pair each student with a peer mentor who also has a vision impairment. Together, they will develop a portfolio based on each student’s career goals.
- Observe each student as they participate in a paid, summer work-based learning experience (WBLE) related to their career goals.
- Guide student participants on how to use MediaVoice, a modification of PhotoVoice, to tell the story of their experiences in the peer mentoring program.
- Follow students for up to 28 months to track their progress.
- Enroll three student cohorts of 10-15 students per cohort.
Research Questions
1. What is the effect of peer mentoring on the development of career interests and development?
2. What is the effect of peer mentoring on career pathway outcomes such as PSE and CE attainment?
3. What are the factors that contribute to meaningful peer mentoring for Blind, DeafBlind, and low vision students?
4. To what extent does interaction with Blind, DeafBlind, and low vision interns during WBLE affect workplace attitudes and stereotypes?
Importance of the Study
Adults with vision impairments are more likely to be unemployed, live in poverty, and work part-time (Lund & Cmar, 2019; McDonnall et al., 2022). Contributing factors include difficulty with transportation, lack of mentorship, training limitations, and challenges with self-advocacy (Crudden & Steverson, 2021; Leonard, 2002; O’Mally & Antonelli, 2016). Also, low expectations may keep employers from hiring employees with vision impairments (Leonard, 2002; McDonnall & Cmar, 2022; Victor et al., 2017).
Mentorship can positively impact employment for people with vision impairments (O’Mally & Antonelli, 2016). Previous research on mentoring programs found that mentorship gave students the chance to see what different jobs were like, practice interviewing skills, and get advice on how to get a job. It is particularly beneficial to have a mentor who also has a vision impairment, as they can share real-life experiences (O’Mally & Steverson, 2017).
This study is important because there is little data on high school students who participate in peer mentoring programs. Also, students with vision impairments may not have a career pathway planned before they finish high school. Study results could provide guidance on how peer mentoring programs can help students with vision impairments identify and reach their career goals.
Additionally, we want to discover if working with employees who have vision impairments can improve how employers think about hiring people with vision impairments in the future In sum, this study hopes to show what can improve outcomes for Blind, low vision, and DeafBlind individuals, ultimately leading to better employment opportunities and quality of life.
Learn More
To learn more about this study or the other studies conducted under VCU’s RRTC on Employment among Transition-Age Youth with Disabilities, visit transition.vcurrtc.org.
References
Crudden, A., & Steverson, A. C. (2021). Job retention and career advancement: A survey of persons who are blind or have low vision. The Journal of Rehabilitation, 87(2), 28–35.
Leonard, R. (2002). Predictors of job-seeking behavior among persons with visual impairments. Journal of Visual Impairment & Blindness, 96(9), 635–44. https://doi.org/10.1177/0145482X0209600904
Lund, E. M., & Cmar, J. L. (2019). Factors related to employment outcomes for vocational rehabilitation consumers with visual impairments: A systematic review. Journal of Visual Impairment & Blindness, 113(6), 518-537. https://doi.org/10.1177/0145482X19885277
McDonnall, M. C., & Cmar, J. L. (2022). Structural relationships among predictors of employer attitudes toward blind employees. Journal of Vocational Rehabilitation, 57(1), 73–84. https://doi.org/10.3233/JVR-221200
McDonnall, M. C., Cmar, J. L., & McKnight, Z. S. (2022). Beyond employment rates: Full-time versus part-time employment for people with visual impairments. Journal of Visual Impairment & Blindness, 116(1), 7–13. https://doi.org/10.1177/0145482X211072485
O’Mally, J., & Antonelli, K. (2016). The effect of career mentoring on employment outcomes for college students who are legally blind. Journal of Visual Impairment & Blindness, 110(5), 295–307. https://doi.org/10.1177/0145482X16110005
O’Mally, J., & Steverson, A. (2017). Reflections on developing an employment mentoring program for college students who are blind. Journal of Visual Impairment & Blindness, 111(3), 271–276. https://doi.org/10.1177/0145482X1711100307
Victor, C. M., Thacker, L. R., Gary, K. W., Pawluk, D. T. V., & Copolillo, A. (2017). Workplace discrimination and visual impairment: A comparison of equal employment opportunity commission charges and resolutions under the Americans with Disabilities Act and Americans with Disabilities Amendments Act. Journal of Visual Impairment & Blindness, 111(5), 475–482. https://doi.org/10.1177/0145482X1711100509
The contents of this website were developed under a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90RTEM0014). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this website do not necessarily represent the policy of NIDILRR, ACL, HHS, and you should not assume endorsement by the Federal Government.