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GEORGE WASHINGTON UNIVERSITY FINAL REPORT (7)
Finances also played a role in the career decision-making processes of graduates and current students. For many participants, financial considerations were pivotal factors that shaped their choice of educational, personal, and career trajectories.
Several participants highlighted the financial burden associated with the possibility of pursuing graduate education. The cost of tuition, fees, and other expenses often weighed heavily on their minds, influencing their choices regarding further academic pursuits. As one current student shared, “I will probably figure out probably my senior year if I will go to graduate school. If I do have the funding, I’ll say, ‘You know what? I’ll do it.’” Another student considering graduate school explained, “I might have to get another Master’s in mental health [but] I don’t have the money right now. I would have to get a job to try to first pay off my loans.”
Additionally, financial constraints impacted students’ mobility and access to resources. Some students mentioned the importance of being able to afford a car, as it directly influenced their career options. The inability to own a vehicle limited people’s job prospects, particularly if employment opportunities required reliable transportation. One graduate explained that they had difficulty finding an internship because, “I’m one of only two or three students who don’t have a car.” This graduate explained that despite the limitations this presented, they had no plans to purchase a car, because “I don’t have money for insurance. ...I still can’t afford the car, even if I wanted to.”
Furthermore, in some cases, familial responsibilities contributed to financial considerations. Some participants prioritized finding employment that enabled them to support their parents financially, adding another layer of complexity to their academic and career decisions.
Access to essential resources, such as health insurance or grants for disability-related equipment, also influenced students’ employment and financial choices. Securing a job with comprehensive insurance coverage or access to grants ensured that they could afford necessary accommodations and supports for their disabilities.
In summary, none of our participants described experiencing a straightforward educational or career pathway. Rather, participants reflected on factors such as the current economic outlook, their financial situation, and the interaction of their disability in employment contexts, as they considered their prospects of landing their first job or getting into graduate school.
Graduates and students identified a range of campus experiences they felt supported their career development, including services offered by the career services office, but generally did not receive disability-specific career development support.
As they prepared for their post-college careers, both graduates and current students described participating in a wide range of career development activities on their campuses. In some cases, career development support was accessed through career services. At the same time, many participants felt that they gained important career development experiences outside of the career services office, as well. For example, some participants described how opportunities they accessed through student organizations or volunteer opportunities with faculty also served to support their post-college goals. However, participants typically described activities that supported career development in general, but were rarely disability-specific.
Responses across the interviewed participants suggested that their use of career development activities offered through the career services office was inconsistent. Some current students expressed a general awareness that services were available through the office, but they had not yet accessed those services. As one current student explained, “We have a department called career services. They offer everything from resume building to interview preparation to pretty much anything you can think of. I plan to get in touch with them soon.” Similarly, a graduate shared that they had obtained limited support from the career services office, although they knew that additional support was available:
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