Cultivating Lifelong Transition Supports: Understanding challenges and opportunities faced by HBCUs in preparing students with diverse learning needs for the future of work

Abstract

Persistency in cultivating lifelong transition supports is vital to students, especially those who identify as racially and ethnically minoritized (REM). More support may be needed to articulate the needs of students with a range of learning disabilities or needs to the Office of Disability Services (ODS) and professors, given the importance of transitional support services for post-secondary outcomes. This is particularly true for REM students with diverse learning needs, as researchers confirmed through recent studies that these students receive poor or limited transition planning, require more decision-making skills, and are less likely to participate in transition planning actively. Historically black colleges and universities (HBCUs) can contribute tremendously to supporting REM students' transitions to college by cultivating further skill development and culturally responsive practices to enhance their self-concepts, self-esteem, and self-advocacy skills to promote continued sustainability as they pursue higher education endeavors. Despite the dearth of research on transition supports and accommodations for students with disabilities, there is limited research investigating the perceptions of REM students navigating the transition support in high school and disability accommodation-seeking process in college, especially within the context of HBCUs. This position paper investigates challenges and opportunities confronting HBCUs in cultivating lifelong transition supports as they prepare students with diverse learning needs for future work.