Should I or Shouldn't I? Disclosing a Disability
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Presentation at New York State Career Development Association Conference in Buffalo, NY. Reviewed research conducted at RIT on students with disabilities and their workplace experiences related to disclosure. Suggestions for working with job seekers with disabilities and employers who wish to hire employees with disabilities.
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Should I or Shouldn't I? Disclosing a Disability
- 1. Should I or Shouldn’t I? Disclosing a Disability New York State Career Development Association Buffalo NY Janine Rowe, MSEd., NCC Career Counselor Office of Cooperative Education and Career Services Rochester Institute of Technology
- 2. !
- 4. Disability Prevalence by Disability Type: Percent in NYS http://ilr-edi-r1.ilr.cornell.edu/nymakesworkpay/docs/Report_Card_2010/NYSReportCardStatusFINAL.html
- 5. Self- Help Movement 1950s 1960s Civil Rights Act Rehabilitatio n Act Section 504 IDEA 1970s 1980s Continued advocacy Americans with Disabilities (ADA) Act 1990s 2000s + Section 503
- 6. Employer’s Perspectives Qualified Employees Perform equally well to employees without disabilities Economic advantage Workforce Opportunity Tax Credits (WOTC) Allowance for making accommodations Small business tax credit Value/Diversity $2.4 Trillion Discretionary spending Diverse viewpoints ADA Compliance Responsible for providing reasonable accommodations Section 503 If federal contractor Increased retention PWD: 6% turnover rate vs. P W/O D: 52% turnover rate
- 7. Individual’s Perspectives Exploratory activities Number of career exploration activities affected by type and severity of disability Expectations Parents Teachers Disability benefit programs (SSI & SSD) Job Satisfaction Research varies Values related to work satisfaction in PWD ADA Compliance Disclosure Describe disability What accommodations (if any) are needed? Self-advocacy Autonomy Privacy Intrapersonal awareness Thoughts about disability Employment Challenges Unemployment Underemployment Fear discrimination
- 8. Individual’s Perspectives Disclosure Research Research completed at Rochester Institute of Technology 85 students with disabilities & work experience Rated on: Job Satisfaction Disclosure in the Workplace Type of Disability Workplace experiences related to having a disability Accommodations and self-modifications
- 9. Individual’s Perspectives Disclosure Research Research completed at Rochester Institute of Technology 85 students with disabilities & work experience Disclosure in the Workplace Workplace experiences related to having a disability Accommodation and Self- modification strategies Type of Disability Job Satisfaction ?
- 10. Individual’s Perspectives Disclosure Research Results: Disclosure Did not disclose 64% Disclosed 36%
- 11. Individual’s Perspectives Disclosure Research Results: Students who disclosed Reasons for disclosure: Want to make supervisors or co-workers aware (31%) Improve relationships (27%) Desire for open communication (10%) Need additional time to complete jobs (11%) Additional: Pride of having disability Required to do so Did not disclose 64% Disclose d 36%
- 12. Individual’s Perspectives Disclosure Research Results: Students who did not disclose Reasons chosen for not disclosing disability 49% No reason to disclose or need for accommodations 8% Concern for job security 2% Concern for impacting relationships Additional Did not answer the question “They don’t need to know” Did not disclose 64% Disclose d 36%
- 13. Individual’s Perspectives Disclosure Research Results: Job Satisfaction and Disclosure 82% (Students) vs 87.5% (General) Disclosure occurred in all reported satisfaction levels
- 14. Individual’s Perspectives Disclosure Research Results: Disability type prevalence and disclosures 41% 28% 25% 4% 2% 18% 61% 66% 0% 100% Cognitive Auditory Physical Psychiatric Visual % of sample % Disclosed to employer
- 15. Individual’s Perspectives Disclosure Research Negative experiences and Disclosures Disclosed, No negative experiece 21% No disclosure, no negative experience 54% Disclosed + had negative experience 16% No Disclosure + Had negative experience 9%
- 16. Individual’s Perspectives Disclosure Research Research completed at Rochester Institute of Technology 85 students with disabilities & work experience Disclosure in the Workplace Workplace experiences related to having a disability Accommodation and Self- modification strategies Type of Disability Job Satisfaction X X !
- 17. Working with PWD Continue to train disclosure Promote compensatory strategies Provide career development opportunities Promote ERGs & “Disability Friendly” Employers
- 18. Prepare for employees with disabilities Sensitivity and awareness Inclusiveness training Videos Newsletter Promote Employee Resource Group (ERGs) Disability “Glossary” Possible: Affinity Fair
- 20. LGBT Perspectives Out @ Work LGBT Women: 50% LGBT Men: 72% Transgender may not have choice Privacy Assumed heterosexuality Pronoun use Coming out? Desire to be authentic Form strong relationships Become role models Combat homophobia Anti-Discrimination NYS: Protections for sexual orientation and gender identity in public and private employment (most cities) Goal: Across all employment Work Relationships Feel excluded Reduced networking Being managed fairly? Relationships with supervisors “Invisible” Minority Approx. 21% of workforce
- 21. Employment and LGBT Correct terminology Explore legal issues Legal and preferred names Understand risks of inadvertent disclosure HCR Corporate Equality Index
- 22. Employment and LGBT ERG’s (Employee Resource Groups) Increase mentoring programs Participate in community Pride events Scholarships for LGBT Youth
- 23. 5 things you can do in 5 minutes 1) Bookmark HCR Corporate Equality Index 1) Bookmark Job Accommodation Network 1) Brainstorm potential mentors in your network 1) Research disability and/or LGBT events in your area. Get involved! 1) Make a list of your employer partners who are also federal contractors and refer your clients. Get details on Section 503
- 24. References 20 Steps to an Out & Equal Workplace 2010 New York State Disability and Employment Status Report Americans with Disabilities: 2010 Where are our LGBT Employees? Out & Equal Building LGBT-Inclusive Workplaces Witte, R.H., Phillips, L., & Kakela, M. (1998). Job satisfaction of college graduates with learning disabilities. Journal of Learning Disabilities, 31, 259-265. Schmidt, M.A., & Smith, D.L. (2007). Individuals with disabilities perceptions on preparedness for the workforce and factors that limit employment. Work, 28, 3-21. Roberts, L.L., & Macan, T.H. (2006). Disability disclosure effects on employment interview ratings of applicants with nonvisible disabilities. Rehabilitation Psychology, 51, 239-246. Lynch, R.T., & Gussel, L. (1996). Disclosure and self-advocacy regarding disability-related needs: Strategies to maximize integration in postsecondary education. Journal of Counseling and Development. 74, 352-357. Maduas, J.W., Foley, T.E., & McGuire, J.M, & Ruban, L.M. (2001). A follow-up investigation of university graduates with learning disabilities. Career Development for Exceptional Individuals, 24, 133-146. Maduas, J.W., Foley, T.E., McGuire, J.M., & Ruban, L.M. (2002). Employment self-disclosure of postsecondary graduates with learning disabilities. Journal of Learning Disabilities, 35, 364-369. Maduas, J.W., Ruban, L.M., Foley, T.E., & McGuire, J.M. (2003). Factors contributing the employment satisfaction of university graduates with learning disabilities. Learning Disabilities Quarterly, 26, 1359-169.
Notas del editor
- Objectives: Explore how we discuss (or don’t discuss) disability in the workplace. How can we advise clients and employers on the topic of disability in the workplace, prepare them for what they need to know and their responsibilities. Macro level- quick look at what is going on with disabilities in the United States today. Of course the trends affects each of the parties. The role of the job seeker with a disability. What are the common experiences? What various pressures are affecting them? Using research conducted at RIT about how students with disabilities disclose their disability. The role of the employer. How are they affected by the macro level changes, what pressures and concerns they may have when working with and hiring individuals with disabilities. The role of the counselor- what we can do
- Data from 2010 Census. 56.7 million people. Largest minority group in the United States. A minority group that we can actually join at any time. This is a quickly growing group due to the fact that we have an aging population & many veterans returning from war, individuals can become disabled due to illness and injury. The incidence of disability rises sharply as individuals reach their sixth and seventh decade of life. Advances in medical practice such as the development of trauma care centers and treatment of life threatening diseases tend to increase rather than decrease disability More likely to be unemployed or underemployed. However, More and more are attending and completing college. Approx. 2.3 million students with disabilities in college now.
- What do we mean when we talk about disability? Data from NYS, aged 21-64 (working age), living in the community. Folks who are looking for work, and the people we may work with. Ambulatory is highest . Cognitive (ADHD, learning disability such as dyslexia MANY people endorse more than one disability category – complex cases Ambulatory, cognitive disability are definitely on the rise! Better diagnostic criteria and better awareness means more diagnoses. Hearing disabilities are on the decline – more opting for genetic testing, cochlear implants
- Individuals with disabilities have made tremendous civil rights advances in the past 50-60 years. 2014: Section 503 changes to Rehabilitation Act. Okay. We’ve prohibited discrimination, ensured appropriate education, we’ve ensured accommodations, now we say you must make an effort to bring them into your organization. Federal contractors MUST hire 7% individuals with disabilities. They also must make it easier for people to self-identify at any point during their employment. How does this affect our clients? They may have an advantage in hiring! 1950s: “Self-help” started becoming popular. Alcoholics anonymous started, self-help books and support groups flourished. People with similar disabilities started to support each other, focus on independent living. 1960s: The Civil Rights Act of 1964 was broad in its scope. The Act was also broad in its definition of protected classes. It prohibited discrimination on the basis of race, religion, and national origin. Civil Rights Act did not cover people with disabilities. Disability would not be linked to the mainstream of civil rights law which flowed from the Civil Rights Act of 1964 until Section 504 of the Rehabilitation Act of 1973 was enacted almost a decade later. 1970s: Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of a disability towards qualified people with disabilities. Individuals with Disabilities Education Act (IDEA), mandated that all children with disabilities receive a free, appropriate public education. first federal law mandating that children with disabilities be provided an education. 1980s: Advocates are still pushing. Advocates achieved protection for Social Security benefits, accessibility of voting sites, investigation of institutions, funds for research on assistive technology 1990s: ADA: Addressed barriers in employment. A qualified candidate cannot be discriminated against. The employer has to provide REASONABLE accommodations without undue hardships. Government, public accommodations, transportation.
- What are the employer’s perspectives about hiring with disabilities? Can’t forget about personal connection and affection. Many people have family member or a friend with a disability and will be interested in having a person with a disability as part of their work. Federal Contractors: Lockheed Martin, Booz Allen Hamilton, Harris, Deloitte- there are thousands. Will need 7%
- Job Seekers with disabilities. We know they have historically faced unemployment, underemployment, may fear judgment or discrimination. Career development activities in childhood and adolescence may have been constricted. E.g., take your daughter to work day, taking a computer or art elective in high school, PT work, internships – sometimes the student needs to participate in therapy or academic support = less time taken in career exploration activities. Some individuals with disabilities are not expected to work and should not expect to work. We know how important parental expectations are! Disability benefit programs such as social security have come under scrutiny as providing a disincentive toward work. Also, many students I work with fear making too much money as they don’t want to lose their benefits. Satisfaction: There is no clear statistics on whether or not people with disabilities are finding work they are satisfied with and especially retention , promotion, leadership. There are some values, such as supportive, family like atmosphere and flexible hours which are often good for many within the disability comm.
- At RIT – we have a large population of students with disabilities. NTID, and also Spectrum Support Program attracts individuals on the Autism Spectrum. We also have many majors which require a co-op to graduate, so, we have a group of students who have disabilities who will have paid, full-time work experiences. We can do some research.
- Will students disclose having a disability at any point during their work experience? Prediction: About 20% of students will disclose The relationship between job satisfaction and disclosure. Disclosure may be related to relationships with coworkers and supervisors, they will have the accommodations they need – they will be more satisfied with their jobs Type: those with physical and auditory disabilities most likely to disclose. These are most noticeable, most likely to require accommodations What experiences do students have related to having a disability? What accommodations and self-mods are being used?
- Average of the studies that I looked at for college students and disability – about 30%, so our students are a bit above Stop and look at this for a minute. 100% of this group asked for some accommodation to be successful in college. And only 36% disclosed to their employer? is it reasonable to expect that students who need an accommodation will be successful in college will be successful in work without discussing their disabilities? I don’t know.
- So many great reasons for disclosure. To some students, looks like they view disclosure as a relationship building tool. Also it is a time management tool. Write in options: Pride of having a disability, enjoy being open and comfortable about disability – it is a source of pride for them. Some students stated that “it was the law,” – do they understand the ADA and was requesting an accommodation? I hope so. ACCOMMODATIONS? Not as high as I thought
- The biggest reasons for not disclosing are that they do not need an accommodation, thought no reason to disclose. 10% fear retaliation, stigma of employer of having disability Many students skipped this question – perhaps they don’t have an answer? Don’t have a specific reason for not disclosing Feel that their disability is a non-issue related to employment. Reminder: ALL of these students are getting academic accommodations to help them be successful in college. SO – even if they don’t disclose, is it reasonable to expect that their disability has no effect on their work? We want to help students with this process to make this as informed a decision as possible.
- The first thing we notice is that students reported a bit lower job satisfaction than the general population. I think this is pretty for students who were probably in their first professional experience. No relationship between job satisfaction and disclosure! This is somewhat relieving – disclosure predicted neither satisfaction nor dissatisfaction
- Our numbers are in blue. Obviously our numbers are a bit different than the general population of individuals with disabilities. Type definitely matters. When working with our clients, we need to be sure to take type into consideration. In my experience – visual, physical, auditory often know exactly what they need. These are the most difficult to “hide” or “pass” Watch out for “invisible” disabilities – hard to know what they need and how the disability affects them in the day to day
- 75% had no negative experience based on disability, and this is good, but still leaves 25% who did. That means: Everyone in blue. The fear of discrimination is real. Not disclosing doesn’t protect you from any negative affects, though. Some faced direct discrimination: “singled out” “Offer rescinded” “Called negative words” “Coworker commented that I was going to the hospital to get out of work” “Asked not to use the wheelchair in front of clients”
- Focus a bit on self-accommodations: about 60% of the respondents reported using self-accommodation strategy. These are : arrive early or stay late, obtain support from family or friends, organizational tools like Google Calendar, time spent goal setting. Use computer instead of write by hand, email instead of phone. We want to spend some time on this. These compensatory strategies are very effective, usually free, and can be implemented without disclosing. So, students will be more likely to use them. Our job is to make sure we give them ideas for how to develop self accommodations. HANDOUT/ACTIVITY;
- Disclosure is a highly individualized decision, many people won’t disclose. The disclosure conversation is most relevant to physical disability and Deaf/HOH. For all, but especially invisible disabilities we need to promote compensatory strategies How to promote compensatory strategies? Discuss academic accommodations – will any of those be relevant to the job? I am guessing yes. Informational interviews Field trips to work sites –what is it like in this office? In a cubicle? Use people with disabilities as career mentors to help navigate the landscape of professional environment Volunteering Others that you do?
- We have provided inclusiveness training to several employers, especially Deaf/HOH and ASD. Employers are so, so receptive. We explore what the disability is, appropriate communication strategies and accommodations, etc. Helps us to understand the environment, get a sense of noise level, activity, etc. Which we can bring back to the students. HANDOUTS WHAT DO YOU DO?
- Focus a bit on GLBT in the workplace as they face many of the same issues related to being open in the workplace
- They are a large but invisible minority. They have much higher rates for being out in the workplace than individuals with disabilities. Transgender: Meaning that the self-identification may not align with the sex that they were born into. Expressed through behaviors, roles, characteristics. May seek sexual confirmation surgery or hormone therapy.
- We must use correct terminology ourselves – for example in the case of transgender, ask which pronouns are preferred. Explore legal issues - e.g., if a preferred name is being used, a legal name is needed to background checks. What happens when you sign up for health insurance and they ask if male or female? HR is expected to be confidential but there is always a risk. Explore a conversation about how they are presenting. It must be consistent. So, when we are working with male to female transitions, we ask that the name on the resume, name on email, and professional presentation all be consistent. Often are tempted to wear something gender neutral to take attention away from gender, but it is best if one wears professional dress consistent for the gender they present as.
- Lots of little things we can do – the different between being tolerant and really being opening and welcoming.