Social Justice in Action: The Contribution of Evaluation to Employment Integration of a Vulnerable Population-The Case of College Graduates With Learning Disabilities

Helena Desivilya Syna, Amit Rottman, Michal Raz

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents and discusses an evaluation model that can contribute to social justice and that increases equal opportunities of employment for a vulnerable population-college graduates with learning disabilities. The framework responds to increasingly competitive job markets' potential exclusion of vulnerable social groups from meaningful participation in this domain, consequently impeding social justice. Counteracting socioeconomic gaps in societies requires active involvement of community members, social institutions, and government. According to the proposed model, the evaluator assumes such an active stance by building genuine partnership with evaluees. We present the sociopolitical and socioeconomic context-the "brave" new job market foreshadowing the evaluation and social justice interface. The model is illustrated through a case study-evaluation of an innovative program supporting the transition of learning disabled college graduates to the job market.

Original languageEnglish
Pages (from-to)45-55
Number of pages11
JournalNew Directions for Evaluation
Volume2015
Issue number146
DOIs
StatePublished - 1 Jun 2015

Bibliographical note

Publisher Copyright:
© 2015 Wiley Periodicals, Inc.

ASJC Scopus subject areas

  • Education
  • Strategy and Management
  • Management Science and Operations Research

Fingerprint

Dive into the research topics of 'Social Justice in Action: The Contribution of Evaluation to Employment Integration of a Vulnerable Population-The Case of College Graduates With Learning Disabilities'. Together they form a unique fingerprint.

Cite this