Perspectives of College and Career Readiness Among Educational Stakeholders

Authors

Mary E. Morningstar, Portland State UniversityFollow
Allison R. Lombardi, University of Connecticut
Valerie L. Mazzotti, The University of Kansas
Kathryn Buddeke, Portland State University
Shannon N. Langdon, University of Connecticut
Ashley Taconet, The University of Kansas
Graham Rifenbark, University of Connecticut
Stephen M. Kwiatek, Utah State University

Published In

Journal of Disability Policy Studies

Document Type

Citation

Publication Date

6-1-2023

Abstract

In this study, we sought to understand the contexts, experiences, and needs among secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants provided critical understandings of educational contexts in which CCR occurs, with both policy constraints and facilitative influences described. Participants identified strategies, policies, and practices to support student readiness for college and career outcomes. Finally, we provide study limitations and implications for research, policy, and practice.

Rights

© Hammill Institute on Disabilities 2023

Locate the Document

https://doi.org/10.1177/10442073231177405

DOI

10.1177/10442073231177405

Persistent Identifier

https://archives.pdx.edu/ds/psu/41267

Citation Details

Morningstar, M. E., Lombardi, A., Mazzotti, V. L., Buddeke, K., Langdon, S., Taconet, A., Rifenbark, G., & Kwiatek, S. M. (2023). Perspectives of College and Career Readiness Among Educational Stakeholders. Journal of Disability Policy Studies, 104420732311774.