Rachel Torres, Marianna Schroeder and Amy Jane Griffiths
Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023;…
Abstract
Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023; Newman, 2015). Schools are an optimal setting for intervention as most individuals access the school setting. However, traditional support to facilitate postsecondary transition effectively, such as transition plans, is currently lacking (Greene, 2018; Hughes et al., 2023). The authors of the present chapter conducted a systematic review to identify school-based interventions available for autistic youth intended to support the transition from high school to higher education, entrepreneurship, and employment. The data extraction methods used by the authors identified 19 articles on interventions. Across all studies, the authors found variation in the extent to which researchers addressed entrepreneurial skills and identified two key skill development areas across different intervention modalities: employability skills and interpersonal communication skills. Based on these results, the authors discuss available school-based programming intended to prepare autistic youth for postsecondary careers and entrepreneurial opportunities and the implications of existing interventions for practitioners and researchers interested in improving outcomes for autistic students as they transition to the workplace, particularly entrepreneurial endeavors.
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Amy Jane Griffiths, Angel Miles Nash, Zachary D. Maupin, Raquel Delgado and Sneha Kohli Mathur
Over the next 25 years, STEM (science, technology, engineering, and mathematics) occupations will increase at rates higher than those in any other professional field. The…
Abstract
Over the next 25 years, STEM (science, technology, engineering, and mathematics) occupations will increase at rates higher than those in any other professional field. The inevitable rise in career opportunities, and the multiplicative impact across technology in a wide range of fields, will continue to create gaps that can and should be filled by professionals with diverse skill sets. It is essential to increase equitable access to future available jobs for historically underserved populations, such as women with autism, as they possess skills and perspectives that offer different approaches to job tasks in STEM fields. Considering the intersectional barriers that women face in the workforce, we have written this chapter to bring much needed attention to the interventions that employers can and should enact to support the women of Generation A. We offer the FACES framework (Facilitation, Awareness, Connection, Exposure, Support) as a guidepost for companies and organizations that endeavor to support women with autism in professional preparation and on-the-job development. We corroborate our framework recommendations with labor market data that offers insight into future projections regarding STEM fields and the associated opportunities and careers.
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Paul Fadil, Sharon L. Segrest‐Purkiss, Amy E. Hurley‐Hanson, Mike Knudstrup and Lee Stepina
A comparison of distributive justice strategies was made between a collectivistic culture, i.e., Mexico, and an individualistic culture, i.e., the United States. This study is the…
Abstract
A comparison of distributive justice strategies was made between a collectivistic culture, i.e., Mexico, and an individualistic culture, i.e., the United States. This study is the first to include the effect of ingroup/outgroup on the distribution strategies as Fischer and Smith (2003) called for in their extensive meta‐analysis of the topic. Distributive justice was operationalized as the monetary rewards given by Northern Mexicans and Americans in sixteen different allocation vignettes. The results showed that the two groups were significantly different in only one of the allocation vignettes. These results indicate a convergence between the cultures of the northern maquiladora region of Mexico and of the United States. Northern Mexicans and Americans were not significantly different in their distributive justice strategies.
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Cristina M. Giannantonio, Amy E. Hurley-Hanson, Sharon L. Segrest, Pamela L. Perrewé and Gerald R. Ferris
The purpose of this paper is to gain a better understanding of the effects of recruiter friendliness and both verifiable and non-verifiable job attributes in the recruitment…
Abstract
Purpose
The purpose of this paper is to gain a better understanding of the effects of recruiter friendliness and both verifiable and non-verifiable job attributes in the recruitment process.
Design/methodology/approach
In total, 498 participants watched a videoed simulation of a recruitment interview and completed a questionnaire. Three-way analysis of variance (ANOVA) was used to test the interaction and main effect hypotheses.
Findings
Applicant reactions were more favorable with a friendly recruiter. The more favorable the verifiable job attribute information (JAI), the more favorable the applicant reactions were to the employment opportunity. Compared to applicants who received negative or no non-verifiable JAI, applicants who received positive or mixed non-verifiable JAI were more attracted to the recruiter, perceived the employment opportunity as more desirable, and were more willing to pursue the employment opportunity. Reactions were most favorable in the positive non-verifiable JAI condition, less favorable in the mixed condition, and least favorable in the negative condition. Surprisingly, the “no information” mean was above the negative information condition.
Originality/value
This fully crossed 2 × 3 × 4 experiment simultaneously examined 2 levels of recruiter friendliness, 3 levels of verifiable job attributes and 4 levels of non-verifiable job attributes. The five dependent variables were attraction to the recruiter, attraction to the employment opportunity, willingness to pursue the employment opportunity, the perceived probability of receiving a job offer and the number of positive inferences made about unknown organizational characteristics. Previous research examining the effects of employment inducements and job attributes were conducted in field settings where it is difficult to control the amount and favorability of JAI applicants receive.
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Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward…
Abstract
Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward, children with autism spectrum disorder (ASD), in particular, is lacking in Trinidad and Tobago. Generation A is those persons who will reach adulthood in the next decade or so and be seeking employment opportunities. Given the current challenges faced by persons with ASD in securing and maintaining employment and the fact that this is a generally underexplored area of research, focusing on Generation A provides an opportunity to explore what provisions are in place for individuals with ASD to assist with future transitions into the workplace in Trinidad and Tobago. This chapter focuses on the existing policy, legal, and institutional framework in Trinidad and Tobago for ASD in the workplace, with particular reference to Generation A, to determine how it is currently addressed and what accommodations are being made to facilitate this demographic. A review of ASD-related data and select, relevant policy, law and institutions in Trinidad and Tobago has revealed that very few preparations, if any, are being made to facilitate Generation A individuals' entry into the workplace. The most relevant sector for addressing ASD needs falls to the NGO movement, but these organizations do not focus on employment preparation. Several recommendations for the key stakeholders in this process have been made that can assist in this regard.
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Nadia Bhuiyan, Margaret Young and Daniel J. Svyantek
Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These…
Abstract
Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These young adults with ASD represent Generation A. The workplace will be a major element in cultivating fulfilling lives for Generation A. Social interaction is an integral component for functioning within most postsecondary and occupational settings. It is necessary to understand the interaction between autistic adults and organizations to understand potential social and behavioral deficits. The workplace is inherently a social place. Understanding both formal and informal social information in the workplace may be critical to successful job performance. Fit, particularly person–organization fit, is used to address this social nature of the workplace. Understanding this interaction helps provide a means for crafting both individual and organizational interventions which support autistic adults in the workplace. This chapter provides an analysis of interventions that support those with ASD in the workplace. It is proposed that these interventions will help create a more supportive work environment for those with ASD. As important, it is proposed that the accommodations for those with ASD are reasonable for any organization seeking to improve both satisfaction and performance for all its employees. By addressing these issues, organizations have the potential to create a more satisfying workplace for all workers, not just those in Generation A.