Bibliographic Details
| Title: |
EMBEDDED BARRIERS AND IMPENDING COSTS: THE RELATIONSHIP BETWEEN DISABILITY, PUBLIC SCHOOLING, POST-SECONDARY EDUCATION, AND FUTURE INCOME EARNINGS. |
| Authors: |
WALTERS, DAVID1, PAREKH, GILLIAN2, COLLIS, RYAN2, BROWN, ROBERT S.2, JACOB, NALENI2 |
| Source: |
Canadian Journal of Higher Education. 2025, Vol. 55 Issue 1, p36-54. 19p. |
| Subject Terms: |
*Postsecondary education, *Higher education, *Apprenticeship programs, *Students with disabilities, *Educational equalization |
| Abstract (English): |
In Canada, access to post-secondary education (PSE), which includes university, college, or apprenticeship programs, is becoming ever more important in terms of securing future employment, long-term health, and economic security. Kirby (2009) points to Canada's universal level of PSE access; however, also notes how access for students with disabilities continues to be more limited. With a focus on education, we grounded this study in critical disability theory to consider how disability is constructed and produced through social, environmental, and economic factors. This study built on earlier research that examined students' graduation from post-secondary education, primarily university and college, and explored disabled students' access to post-secondary education and their future earnings following PSE participation. Using a unique linked dataset between school board and federal data, our study revealed that disabled students are almost twice as likely to not access post-secondary education compared to their non-disabled peers. Across disability status, the outcomes of post-secondary credentials do not appear to result in future income parity, suggesting persistent ableism within the workforce. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Au Canada, l'accès à l'enseignement postsecondaire (EPS), qui comprend les programmes universitaires, collégiaux et d'apprentissage, est de plus en plus important du point de vue de l'emploi, de la santé à long terme et de la sécurité économique. Le Canada a atteint un niveau « universel » d'accès à l'EPS; cependant, l'accès des étudiants en situation de handicap reste plus limité. En mettant l'accent sur l'éducation, nous avons ancré cette étude dans la théorie critique du handicap afin d'examiner comment le handicap est construit et produit par des facteurs sociaux, environnementaux et économiques. L'étude s'appuie sur des recherches antérieures qui portaient sur l'obtention d'un diplôme d'études postsecondaires, université et collège, et exploraient l'accès des étudiants en situation de handicap à l'enseignement postsecondaire ainsi que leurs revenus subséquents. Utilisant un ensemble unique de données couplées entre celles des conseils scolaires et celles du gouvernement fédéral, notre étude a révélé que les étudiants en situation de handicap étaient presque deux fois plus susceptibles de ne pas accéder à l'enseignement postsecondaire que leurs pairs sans handicap. Quel que soit le type d'incapacité, l'obtention d'un diplôme d'études postsecondaires ne semble pas se traduire par une parité des revenus futurs, ce qui suggère la persistance du capacitisme à l'égard de la main-d'œuvre. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
