Tag: Ed

Unit 3 Reflection

As I reviewed the unit 2 research, I knew my topic was about invisible disabilities. There were multiple areas of focus that I began to pursue based on the information I was finding. While I knew all of the research was not going to be applicable to my project, it was interesting, nonetheless. For example, I found that the new frontier of working virtually presented exciting new opportunities for individuals with visible disabilities and their ability to now disguise that disability. As I was deciding what would actually make it into the project, I kept the focus of what would help me personally. If the information was relatable then I felt it was something that should be included in the project. I found quite a few videos that visually demonstrated the effect of invisible disabilities on individuals’ lives. I felt this direct exposure to people and their feelings would be useful. The skills from the course that I applied to this were organizing a lot of material in a limited time. I was taking three courses this summer and juggling those along with working and a vacation was challenging. I had to make the most of the time I had. I had to be organized and structured when it came to planning this research. These insights and skills will be valuable as I go into the workplace.

As far as writing, I learned about seeking multiple sources for projects.  I felt I was good at finding peer reviewed sources, but this course had me looking beyond my usual methodology. I found my searches have gained more depth and sophistication. I know that being able to gather information from a wide range of sources may someday benefit me in a future job. This ability would allow me to make decisions quickly and effectively with the appropriate knowledge.

One of the things that I learned about engaging a target audience is translating academic language into everyday speak. Many of the papers that I have written in the past were for an academic audience. I found that this translation helps me discover what I’m truly trying to say. I will say that having my classmates offer their comments on my work was very helpful. I made the comment that I wish they could work with me throughout the next semester, and I meant it! I will say this will definitely be one of the very positive memories that I will take from me in this class.

The value the assignment had for me personally is how to approach invisible disability disclosure literally from a personal level. It was eye opening for me to see how various stakeholders responded to disclosure/nondisclosure. From another lens this course made me rework assignments. Previously, I approached assignments with an attitude of, here’s my hypothesis or title statement. I didn’t change my direction dramatically once I set it. This course has shown me a new way to work through a hypothesis evolution. At times I was frustrated because it seemed like I was done with research, but I was pushed to go beyond surface levels. I also have a better methodology as far as organizing research which I take with me throughout my collegiate and work life.

Final Project-Invisible Disabilities-Ed

For this project, I creating a memo targeted at Syracuse University advisors although it would be applicable for any college. These advisors work with college students that have invisible disabilities. For example, when a student enters the university and they have a documented disability the student works with The Center for Disability Resources (CDR), formerly known as the Office of Disability Service’s (ODS).

The mission of the Center is to engage the University Community to empower students, enhance equity and provide a platform for innovation and inclusion. This group supports students in the classroom by providing individual accommodations when environmental barriers cannot be eliminated as well as assistive technology.

The target reader would be an individual who works in this Center and perhaps shared with students as they are contemplating disclosure of invisible disabilities. Since it also contains information on support services, the memo could be utilized as information for students directly.

My delivery would be in a memo delivered via e-mail. It could also be included in a monthly newsletter if that exists in the department.

This could even be part of an introductory package for new employees of the department to familiarize them with information but to allow them to see the human side of the disability with Ally’s story. I think she helps bring the challenges of an invisible disability clearly in focus to the reader.

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Taking It Public Draft-Ed-Invisible Disabilities

This is a draft of my project which is a memo written to advisors of individuals with invisible disabilities. I envision this as offering advise to professionals who work with individuals with disabilities. For example, Syracuse University has individuals assigned to work with people that have disabilities to help their transition to the University as well as work with them on whatever adjustments are needed.

Let me know what you think.

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Discussions/Homework Week of 8/16

https://www.brookings.edu/wp-content/uploads/2016/12/browncenter_20161209_teachers_memo.pdf

The writing in this memo is conveying brief yet critical information quickly to multiple individuals at once. While it is not as formal as a business letter, it is professional since it includes action items for the intended recipient.  This particular memo is divided into three general sections: The situation, Recommendations and Conclusion.    

First the memo gives a quick introduction to the memo’s purpose. In my example it is talks about teachers being among our most valuable school resources for improving student learning.

My introduction would go something like this:

One in four individuals in the United States have a disability, which equates to 61 million people (CDC, 2021). For many of these individuals, disclosing an invisible disability in the work environment is an extremely complex dilemma. It can enable maintaining or obtaining employment, however disclosure can result in losing employment or to not being hired, due to of discrimination and stigma.

The next part of the memo is the situation. The situation gives an overview of the topic and provides the reader with a general outline about the overall purpose. The memo is clearly written by people in academic institutions with certain philosophies of education. The tone of the memo is polite and is written in a formal manner.

The memo says “In order for students to benefit from good teachers, school systems must recruit, prepare, improve, and retain excellent teachers and distribute these excellent teachers equitably across schools and communities. We currently face challenges across these areas.”

My situation might be:

The lack of disclosure by employees indicates they often feel the need to disguise their disability during the recruitment process as well as during the rest of their employment. Having a disability is different from the norm and thus obvious in a damaging way from others. With this potential stigma, individuals are afraid to disclose their disability, lest it adversely affect their employment relations and career prospects.

The next part is the recommendations. Recommendations are the point of the memo. Recommendations should be persuasive however all recommendations need support. As such the memo will encompass straightforward recommendations with support material immediately following or support for the recommendations, with data.

My recommendation might be:

The disclosure process is complicated, and the result is influenced by numerous factors.

For example, HR managers are an important stakeholder group who have mainly negative attitudes and behavior regarding disabilities. Since their job is to act on behalf of their organization, their attitudes and behavior may not change until organizations at the level of management change.

In the memo it starts out with “The federal government can increase the effectiveness of the teacher workforce through efforts to recruit, prepare, improve, retain, and more equally distribute excellent teachers. In keeping with the broader federal role in education, the federal role in teaching policy involves investments in capacity building and knowledge generation.”  After that a series of recommendations are listed.

The final part is the conclusion. This sums up the point of the memo. It is clear cut and succinct.

“Teachers are the most important school resource for improving educational opportunities for students. We recommend six steps for the federal government to improve the teacher workforce, particularly in the most difficult-to-staff schools:”

My conclusion might sound something like this.

People with invisible disabilities are in a susceptible position as they choose whether or not to disclose their diagnoses. If recipients of these disclosures are supportive, this could create a more positive experience for the individuals disclosing.

However, it should be noted that multiple studies have shown that disclosure during the hiring period resulted in fewer invitations for job interviews (Hipes et al, 2016).

Positive outcomes of disclosure include:

– Improved relationships with colleagues and supervisors

– Authenticity

– Work environment support

– Friendly culture

Negative outcomes of disclosure include:

– Facing stigma

– Discrimination

Overall, as I evaluated this memo, I envision something shorter and more succinct. However I want to make sure I include research as it is to be directed to professionals in the field.

References:

Disability Impacts All of Us Infographic | CDC. Centers for Disease Control and Prevention. (2021). Retrieved 16 August 2021, from https://www.cdc.gov/ncbddd/disabilityandhealth/infographic-disability-impacts-all.html.

Hipes, C., Lucas, J., Phelan, J.C., White, R. (2016) The stigma of mental illness in the labor market, Social Science Research, Volume 56, 2016, Pages 16-25, ISSN 0049-089X, https://doi.org/10.1016/j.ssresearch.2015.12.001.

Project Proposal-Ed

My research project encompasses a topic that benefits me both personally as well as in this class. The first unit we studied involved topics on hiring individuals with disabilities as well as their contributions to organizations which intrigued me. Some disabilities are obvious, while others are well hidden and only discoverable if the individual discloses them. I envision my research to take the form of memo to advise professionals as well as individuals about the advantages and disadvantages involved in disclosing invisible disabilities. I have worked with or known people that worked with agencies such as ACCES-VR (ACCES-VR assists individuals with disabilities to achieve and maintain employment and to support independent living through training, education, rehabilitation, and career development) and ARISE (Advocacy and accessibility focuses on changing policies and removing barriers people with disabilities face in their everyday lives. It’s about working with companies, organizations, and government to support initiatives and legislation that would benefit people with disabilities.). I envision drafting a memo to help these professionals advise their clients on how to handle situations. The situations involve: (1) what are advantages and disadvantages of disclosing invisible disabilities in the work environment? Pre and post-employment; (2) are there factors of influence resulting in a positive outcome of disclosure? I have interviewed individuals in these organizations and will include information on how they currently advise their clientele. I plan to include examples whenever possible since they provide concrete information that is relatable to specific situations. I think the readers would be likely to engage in text that presented data backed up with research. The expectation is that I would have sources cited to give an authoritative and persuasive tone to my memo. My goal is to provide easy to read yet research backed information that will help individuals determine the best course of action for their particular situation. My research project encompasses a topic that benefits me both personally as well as in this class. The first unit we studied involved topics on hiring individuals with disabilities as well as their contributions to  organizations which intrigued me. Some disabilities are obvious, while others are well hidden and only discoverable if the individual discloses them. I envision my research to take the form of memo to advise professionals as well as individuals about the advantages and disadvantages involved in disclosing invisible disabilities. I have worked with or known people that worked with agencies such as ACCES-VR (ACCES-VR assists individuals with disabilities to achieve and maintain employment and to support independent living through training, education, rehabilitation, and career development) and ARISE (Advocacy and accessibility focuses on changing policies and removing barriers people with disabilities face in their everyday lives. It’s about working with companies, organizations, and government to support initiatives and legislation that would benefit people with disabilities.). I envision drafting a memo to help these professionals advise their clients on how to handle situations. The situations involve: (1) what are advantages and disadvantages of disclosing invisible disabilities in the work environment? Pre and post-employment; (2) are there factors of influence resulting in a positive outcome of disclosure? I have interviewed individuals in these organizations and will include information on how they currently advise their clientele. I plan to include examples whenever possible since they provide concrete information that is relatable to specific situations. I think the readers would be likely to engage in text that presented data backed up with research. The expectation is that I would have sources cited to give an authoritative and persuasive tone to my memo. My goal is to provide easy to read yet research backed information that will help individuals determine the best course of action for their particular situation.

Discussion Questions 8/9

#1 Mollie West’s “How To Create a Culture Manifesto for Your Organization (And Why It’s a Good Idea)” article provides exemplars of organizations that effectively implemented culture manifestos. The article points out that organizational mission statements tend to concentrate on external goals as opposed to internal ways of working. It’s recommended that organizations consider forming a culture manifesto to assist with the internal business environment as well as attracting appropriate talent. Based on the persuasive tone of the article, I would say the target audience is employees, and upper management of an organization. The writer is confident and sincere while using emphasis appropriately. Examples of companies that have utilized successfully culture manifesto such as Method Products, Etsy, and Warby Parker are provided to demonstrate different approaches to the process. By providing different companies, it gives the readers an opportunity to possibly see their own organization within one of the examples thus increasing the chance of attempting culture manifestos. Furthermore, Ms. West provides a step-by-step methodology for businesses that might want to utilize this. This makes the process actionable for an organization since it is clearly described. I believe the combination of persuasion and inspirational (examples of successful organizations) are effective for the target audience.

#2 When we first were assigned the research project, I wanted to a topic that would benefit me both personally as well as in this class. The first unit that encompassed topics on hiring individuals with disabilities piqued my interest. While some disabilities are obvious, others are well hidden and only discoverable if the individual discloses them. This topic has been one of challenge to find research. I was particularly intrigued about individuals with visible disabilities being able to hide them due to working from home this past year. While not necessarily the focus of my project, it was an interesting twist.

I envision my research to take the form of memo to advise professionals as well as individuals about the advantages and disadvantages involved in disclosing invisible disabilities. The issues questions are: (1) what are advantages and disadvantages of disclosing invisible disabilities in the work environment? Pre and post-employment; (2) are there factors of influence resulting in a positive outcome of disclosure?

I think the readers would be likely to engage in text that presented data backed up with research. The expectation is that I would have sources cited to give an authoritative and persuasive tone to my memo. Anecdotal stories would be beneficial as well in this memo.

Discussion Questions Week 8/2

#1 The journal article, “Individual Change Won’t Create Gender Equality in Organizations,” authored by Alison Wynn, points out that gender bias as well as disparity are still very present in today’s workplace and decision makers need to step up to decrease this. Jessi Hempel in the article, “Why Are There Few Women in Tech?” explores this concept from a pre-employment recruiting standpoint as to how companies alienate women and thus do not end up with qualified female candidates with science, technology engineering, or math (STEM) degrees.

The article discusses preliminary recruiting sessions in well-known colleges, which apparently routinely discourage women from applying to their tech organizations. The gaffes that tech companies make while attempting to recruit female candidates are numerous and clearly indicate not only an unwelcoming environment for women, but rather a misogynistic environment within the organization.

As Alison Wynn indicates, this atmosphere is crystal clear from the start of staff recruiting sessions. Women were relegated to refreshment control and handing out swag (did I hear the term secretary whispered?). Female engineers were not given featured roles in presentations but rather served as window dressing and if they did get a word in…they had the real possibility of being rudely interrupted by a male colleague. Of the sessions Wynn’s research team observed, only 22 percent featured female engineers talking about technical work. When those women did speak, according to the sessions observed, male presenters spoke over them. Moreover, recruiters used gender stereotypes of women in sexy attire and discussed porn. Seriously? Is this a frat house party or recruitment of individuals with an Ivy League degree?

As expected, many women walked out of the recruitment meetings without submitting an application. In the words of Albert Einstein: “Insanity is doing the same thing over and over again and expecting different results.” If organizations expect to recruit female candidates, they must change the manner in which they interact with potential candidates. Failure to do this will continue the inequality in the organizations.

 #2 Who do I think would most benefit from reading this article? I think decision makers from HR managers to CEOs to recruitment team members need to not only read this article but to take a cold hard look at the manner in which they recruit individuals. While this article focused on female recruitment, I suspect we could add other demographics to this as well. I can’t even begin to contemplate what the recruiters would think of someone with a disability (my research paper area). By actively including female candidates in their recruiting efforts an organization can move forward and make the most of its diversity by creating an inclusive, equitable and sustainable culture and work environment. The diversity of women creates the potential for greater innovation and productivity, inclusion is what enables organizations to realize the business benefits of this potential. Equity refers to fair treatment in access, opportunity and advancement for these individuals. Work in this area involves identifying and working to remove barriers to fair treatment for this group. Obviously one way as the article suggests, is to recruit more females into tech firms.

Wynn’s group research however shows some of the problems in the recruiting teams sent to bring more females into the firms. These are a few of their findings.

In an attempt to appear approachable, presenters often made comments that disparaged women or depicted them as sexualized objects rather than talented technical colleagues. For example, in one session, a man mentioned the “better gender ratio” at the company’s Los Angeles office compared with its Silicon Valley office. “I had no girlfriends at [University Name], but now I’m married,” he said, suggesting that the better odds had helped get him hitched.

This type of informal banter occasionally devolved into overtly sexualized comments. One presenter from a small startup mentioned porn a couple of times. Another, when talking about a project that would allow banking on ships, suggested that sailors needed access to cash for prostitutes.

I think if HR managers, CEOs and recruitment team members were to look at these findings with an unbiased eye, they might recognize this certainly is not the way to encourage women to work with them. I also believe if their legal staff were to review these statements, there might be other issues at hand as well.

Frankly when I read through this article for the first time, I almost laughed because the examples were almost so ludicrous. Is this real life? Sadly it is. Effective recruitment means companies recruit individuals with a collective mixture of not just similarities but differences to provide the company with a diverse group of employees. Until the recruiters and their firms learn how to present information in an unbiased manner, there will continue to be a lack of females in the tech field.

Research Portfolio-Edward

The question guiding my research is disclosing invisible disabilities. Invisible disabilities are disabilities not immediately apparent to others.  Although not apparent to others, due to their unrecognizable traits, invisible disabilities are ever present for the impacted individuals. Examples of invisible disabilities include ADHD, epilepsy, chronic pain, hearing impairment, cerebral palsy, and diabetes. This is just a small list of diagnoses that impact many individual’s lives. These examples have a variety of symptoms that are worthwhile to study because having an invisible disability compels an individual to weigh the risks of sharing or concealing their diagnosis. Why my interest? I have an invisible disability, so it is a personal interest of mine.

I have personal connections in the world of disabilities. People often make assumptions about people living with disabilities, which can be isolating at times and negatively impact relationships. Having a disability and needing an IEP in school was somewhat stigmatizing. Therefore, to avoid this stigma, avoiding disclosing is self-protection. So, the professional question will always be…do you disclose…when do you disclose, and I suppose how do you disclose? This research I’m doing may always be with me well into the world beyond this course.

As we moved into Unit 2, I expanded my research from strictly pre-employment interest of disclosure to after employment disclosure. Both areas present somewhat similar issues of concern.

I also found another area of interest in my research searches, individuals with visible disabilities that became invisible due to COVID and working virtually. They now face the same quandary as far as disclosure to employers. That’s an issue I didn’t expect.

Frankly, I’m trying to keep all the pieces of this research portfolio organized. At this rate, I may need to increase computer storage :).

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Discussion Questions Week 7/26

1. An individual can feel shame for being laughed at for having a disability (Gray, Pakinson, & Dunbar, 2015).

Reference:

Gray, A. W., Parkinson, B., & Dunbar, R. I. (2015). Laughter’s influence on the intimacy of self-disclosure. Human Nature: An Interdisciplinary Biosocial Perspective, 26(1), 28-43.

It is suggested by current research theory that laughter works to build relationships between people. Therefore, laughter should be connected to interpersonal connection important to the development of relationships. To develop close social bonds, disclosing behaviors are seen as a way to help this process. It is thought that the act of laughing could momentarily reduce a laugher’s reluctance to disclose personal information. In this experiment, characteristics of self-disclosing statements produced by those who had watched previously one of three video clips differed in the extent to which they elicited laughter and positive affect. The results show that disclosure intimacy is significantly higher after laughter than in the control group. This suggests that this effect may be due, in part, to laughter itself. On the other hand, the research further indicates that an individual can feel shame for being laughed at for a disability.

This will support my project as far as the stigma of having a disability. If individuals have a disability (whether it is invisible or not) and have been the subject of laughter or bullying this can have a long-term impact on their willingness to disclose this to others. The concept of feeling shame regarding a potential flaw in their ability to perform a job could make an individual silent on any disability related issues even if they could assist them in job performance. This supports the previous research that suggests individuals with invisible disabilities are concerned about the stigma of revelation.

2. Brigitte D. had some differing thoughts on the ideas in the original article “The subtle sexism of your open office plan”. While she initially agreed that there is a level of self-consciousness in the open plan, there was a sense that this was a temporary situation. Brigitte herself was able to develop the ability to ignore the situation. However, it was the sensory overload that was problematic due to the open office plans. It was so severe that it got to a point where she could barely function and concentrate. As we consider individuals with sensory processing difficulties (either small or more significant), they can have a substantial impact on an employee’s success. For instance, many autistic adults are unable to concentrate in an open-plan office because of the background noise? Brigitte used numerous examples such as a man who drummed erratically on his desk, while another one whistled. At another place the sound of the dinging microwave and opening of the refrigerator combined with another employee who utilized too much perfume every morning.

Sensitivity to noise at work can be very erratic, especially if you work in an environment where certain times of the day are busy and other times are quiet. Without a place to support employees with auditory sensitivities, this type of work environment is challenging at best.

Although Brigitte spoke up at work, it appears the situation was not resolved. That speaks volumes for the state of how employees are handled with valid concerns. The fact that she transferred from position to position with various organizations is troubling. Would it have made a difference if a man had a problem with the same situation? At the end of her post is the final comment, “In all my career I saw two setups that promoted productivity, both were in having an individual office space temporarily, during construction of a new cubicle setup”…and there you have it.

Research Plan-Ed

What question is guiding your research? (what do you want to use your research to understand?)

The question that I planned on guiding my research was disclosing invisible disabilities. Invisible disabilities are disabilities not immediately apparent to others.  Although not apparent to others, due to their unrecognizable traits, invisible disabilities are ever present for the impacted individuals. Examples of invisible disabilities include ADHD, epilepsy, chronic pain, hearing impairment, cerebral palsy, and diabetes. This is just a small list of diagnoses that impact many individual’s lives. These examples have a variety of symptoms that are worthwhile to study because having an invisible disability compels an individual to weigh the risks of sharing or concealing their diagnosis.

My initial guiding research question was to only consider disclosing an invisible disability in an interview but as I’ve started my research, I may include disclosing throughout a career as well. I’ve found some interesting research on that as well.

• Why this question? (help us to understand how it connects to your career/personal interests)

Why? I have an invisible disability, so it is a personal interest of mine.

• How will your professional/internship/organizational/course work inform your inquiry? (what connections can you see with the work that you’re part of in the world beyond our course?)

I have personal connections in the world of disabilities. People often make assumptions about people living with disabilities, which can be isolating at times and negatively impact relationships. As a student with an IEP growing up and being paraded at times to the Special Education room, I often felt that stigma. Yes, one of “those” students. An individual can feel shame for being laughed at for having a disability (Gray, Pakinson, & Dunbar, 2015). Therefore, to avoid this stigma, avoiding disclosing is self-protection. So, the professional question will always be…do you disclose…when do you disclose, and I suppose how do you disclose? This research I’m doing may always be with me well into the world beyond this course.

• What fields (academic and professional) matter most to your inquiry? (where are you going to be looking for source material?)

I will be looking into the fields of professional journals as well as individuals who work in the field of disability services. If at all possible, I’d like to interview some employers although I’m not sure if I’d get an honest response or a politically correct one. I’ll also try to find some first-hand accounts as well in my research which may present some valuable insights.

References:

Gray, A. W., Parkinson, B., & Dunbar, R. I. (2015). Laughter’s influence on the intimacy of self-disclosure. Human Nature: An Interdisciplinary Biosocial Perspective, 26(1), 28-43.