2008/01/01 by Jennifer M. Hogansen, Kristin Powers, Sarah Geenen +3 · 1 citation
Health Professions · Psychology · Social Sciences · #Adolescent and Pediatric Healthcare #Disability Education and Employment #Family and Disability Support Research
paper · doi:10.1177/001440290807400205
openalex publication_date 2008/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and professionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and future research implications are discussed.