A descriptive and critical evaluation of the career development of women with visual impairments and/or blindness using a cognitive, social, and cultural constructivist theoretical perspective as a framework of analysis

The approach used to investigate and critically examine the career development of women with visual impairments and/or blindness was qualitative in nature. The overall purpose of the study was to understand how a small sample of visually impaired women have been empowered to create constructive career paths in American society.; Five research questions were addressed: (1) To what extent is the cognitive, social, and cultural constructivist theoretical framework useful with respect to describing the characteristics and experiences of the sample targeted for systematic study? (2) What major factors contribute to a blind person's success in life? (3) What major factors hinder a blind person's success in life? (4) Why do many young women with visual impairments transition from high school and vocational education programs into low-wage and low skill occupations? (5) What strategies help visually impaired women overcome their limitations to pursue high paying jobs?; A criterion purposive sampling procedure based on information rich-cases was used for this study. Participants were recruited using the National Association of the Blind (NFB) as a primary base for selection. The second site used to recruit participants was the Chicago Lighthouse for the Blind.; Data analysis. Multiple methods were utilized to create a data set (a set of 15 interviews, 3 focus groups, and a set of on-site visits and observations). The independent variables included participant types (blind, low vision, partial vision and job types lawyer, transcriber, vendor, librarian). The dependent measures included perceived levels of personal success and perceived levels of career success. These perceived levels of personal and career success were determined from a narrative analysis of the data sets. Coding was done using a set of tables in which percentages were reported related to the results (Miles & Huberman, 1984). A qualitative procedure was used to analyze the findings. The data set was organized into three clusters of shared meaning (those women in the unsettled phase, exploratory phase, or focused phase of career development). These clusters were compared across the independent variable categories (participant types and job types) targeted for systematic study.; The findings indicated that women in the unsettled phase of career development were less likely to acquire stable employment and clarity of career goals compared to women in the exploratory and focused phase of career development. Women in the exploratory category were more likely to have completed post-secondary school vocational education programs of study. They also had more self-directed motivations and positive social supports compared to the women in the unsettled phase of career development. Women in the focused phase of career development had more career options and opportunities available to them. They had achieved higher levels of education, they were highly supportive of career advocacy programs and they earned medium and/or high wages.; Finally, a critical examination of the experiences of the women in this sample who enter the workforce indicated that goal-setting, self-advocacy efforts, and the acquisition of self-determination skills clearly contribute to career development and post-secondary school outcomes.