ParticipantCharacteristicsDisability Category(continued)Academic YearGenderVariablePsychologicalVision ImpairmentSpinal Cord InjuryCerebral PalsyTraumatic Brain InjuryJuniorSeniorMaleFemaleNumber32111916520The primary source for the recruitment <strong>of</strong> students was theVCU Disability Support Services (DSS) Office. To ensure students’confidentiality during the recruitment process, the DSScoordinator distributed information about the business mentoringthrough materials available in the <strong>of</strong>fice and throughemail correspondence. All recruitment materials asked interestedstudents <strong>with</strong> disabilities to directly contact a projectstaff member. <strong>Students</strong> <strong>with</strong> disabilities voluntarily contactproject staff to participate and during this contact additionalinformation was provided about the mentoring study. Potentialstudent participants were invited to attend an orientationmeeting to determine their interest in the study. Studentparticipants signed a consent form prior to their participationexplaining how data collected through the study would be usedand that all data summaries would not contain any personallyidentifiable information. Student participants providedinput into the selection <strong>of</strong> their mentor, in terms <strong>of</strong> locationand type <strong>of</strong> business. Some students <strong>with</strong> disabilities participatedin more than one business site. Table 3 below providesinformation on students’ educational majors and the location<strong>of</strong> their business mentoring e<strong>xperiences</strong>.PsychologyTable 3: Student Majors and Mentor LocationMajor Mentor BusinessProgram Administrator;AttorneyState agency, assistive technology;Private law firmPsychology/Art Team Leader Office supply <strong>com</strong>panyPsychology Human Resources Director Large health insurance <strong>com</strong>panyInternational business human resource Senior Organization HR Consultant Large health insurance <strong>com</strong>panyPsychologyGuardianship Program Coordinator; ProgramSpecialistCounty services agency for seniors;State rehabilitation servicesIllustration Communication Arts Co-owner Printing <strong>com</strong>panyHistoryHistory teacher/Department Chair; Director<strong>of</strong> Guest RelationsMiddle school;MuseumSmall Business Entrepreneurship Owner Small businessFinance Lead Auditor Power <strong>com</strong>panyPsychology Crime Control Act Coordinator County juvenile justice departmentHistoryMembership Director and Museum Educator;Nonpr<strong>of</strong>it museum association;Director <strong>of</strong> Museum OperationsMuseumMass Communications Associate Director University news ServicesInternational ManagementDirector <strong>of</strong> Quality Assurance;OwnerLarge health insurance <strong>com</strong>panySmall café businessHistory/Teaching Interested in ESL ESOL Specialist State Adult Learning CenterGraphic Design Graphic Designer University design businessCriminal Justice Police Officer Polic training academyEnvironmental Studies Environmental Program Planner State agency for environmentSubstance AbuseProbation Supervisor;Regional DirectorState juvenile justice department;Private counseling businessArt History; Anthropology Special Events Coordinator Museum development <strong>of</strong>fice160
Major Mentor BusinessPsychology/Sociology Substance Abuse Counselor State rehabilitation agencyPsychology Program Information Specialist State <strong>of</strong>fice <strong>of</strong> immigration servicesEnglishEditorial Cartoonist;Editorial IllustratorLocal newspaperEconomics Vice President and Investment Consultant Nation wide bankMass <strong>com</strong>munications - broadcastingtrackProgram Manager;Sports Director/BroadcasterBiomedical engineering Dentist Dentist <strong>of</strong>ficeLarge health insurance <strong>com</strong>pany;Local television stationIV. Data Collection ProcessOnline surveys were developed for students <strong>with</strong> disabilities to<strong>com</strong>plete each semester <strong>of</strong> their involvement in the program.The survey was designed to gather data on student demographics,the frequency <strong>of</strong> the student’s contact <strong>with</strong> mentors, thenature <strong>of</strong> their mentoring activities, and to provide feedbackabout their mentoring e<strong>xperiences</strong>. Specific questions on thesurvey allowed project staff members to gather data on thefour primary areas <strong>of</strong> the mentoring activities which includedcareer counseling, job shadowing, job placement, and conflictresolution/problem solving. The questions were open-endedto allow students to provide as much detail as possible abouttheir mentoring e<strong>xperiences</strong>. Once surveys were received,open-ended responses were coded to identify emergentthemes across the mentoring relationships.V. ResultsCareer Counseling E<strong>xperiences</strong>The study defined career counseling as activities that includecareer focused discussions <strong>with</strong> mentors about their own e<strong>xperiences</strong>working in the field, their perception <strong>of</strong> essentialskills to be successful, potential career paths <strong>with</strong>in a specificarea, and evolving trends in the pr<strong>of</strong>ession. All <strong>of</strong> thestudent participants had some level <strong>of</strong> career counseling aspart <strong>of</strong> their mentoring experience from general discussions<strong>with</strong> their mentors about the field to actively participating inthe work environment to learn more about the specific requirementsand demands <strong>of</strong> a typical workday. Student participantswel<strong>com</strong>ed the opportunity to discuss their careerinterests, the type <strong>of</strong> job they are seeking, and to learn aboutother tracks <strong>with</strong>in a major that could <strong>of</strong>fer a more fulfillingand rewarding career; others <strong>with</strong> very broad ideas abouttheir career goals found their mentor helpful in narrowingtheir career focus. As one student stated, “I told him [men-tor] about myself and my goals up to this point. Mostly wetried to figure out what would be the best course for me…Iam at a sort <strong>of</strong> crossroads.” Another student shared “she[mentor] advised me on which minor to choose.” One themethat emerged across the mentoring relationships concernedunderstanding the work environment. This included not onlydiscussing the essential skills and requirements <strong>of</strong> a particularfield but also addressing questions regarding the developmentand application <strong>of</strong> these skills in the work environment;for example, one discussion focused on how to put a sportsstory together in a limited amount <strong>of</strong> time. Another studentdiscussed how to organize time to <strong>com</strong>plete daily responsibilities.A business major discussed how to handle employees<strong>with</strong> poor performance records. One student realized howmuch teamwork was required at a print shop and began toacquire “s<strong>of</strong>t” skills or the ability to <strong>com</strong>municate and formworking relationships <strong>with</strong> her co-workers. Some mentorsused employer surveys to assess employees’ strengths andweaknesses and discussed <strong>with</strong> a student what was expectedin the work setting. Two students discussed <strong>with</strong> their mentorsdisability rights and responsibilities in the work environment.Other student participants were able to learn first handabout the work environment and their potential career choicethrough direct participation in day-to-day activities. Studentparticipants were involved in reviewing work materials, suchas policies and forms, <strong>com</strong>pleting projects, or directly participatingin classroom teaching, learning printing machinery, ordeveloping a sports newscast story.In addition, career counseling <strong>of</strong>ten involved sharing careerrelated materials or further training resources that assiststudents <strong>with</strong> disabilities to develop specific skills or to forma specific goal. One student interested in learning how to holdproductive meetings was loaned a book on working <strong>with</strong> teams.A student participant interested in advocating for people <strong>with</strong>disabilities was provided information from her mentor about alocal advocacy training program that prepares people <strong>with</strong> disabilitiesto be effective advocates, which the student eventually<strong>com</strong>pleted. Another student considering the teaching pr<strong>of</strong>essionwas given information on the requirements to be<strong>com</strong>e a licensedteacher. A mass <strong>com</strong>munications major benefited fromE<strong>xperiences</strong> <strong>of</strong> <strong>College</strong> <strong>Students</strong> <strong>with</strong> Disabilities and the Importance <strong>of</strong> a Business Mentoring Program -- 161
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