University of Southern California Dissertations and Theses

Hire1ofUs: achieving equal opportunity and justice for minorities with disabilities who have been impacted by the criminal justice system

(USC Thesis Other)

Hire1ofUs: achieving equal opportunity and justice for minorities with disabilities who have been impacted by the criminal justice system

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content 1
SOWK 722: Implementing Your Capstone and Re-Envisioning Your Career
Social Work Doctorate Capstone Project
Hire1ofUs: Achieving Equal Opportunity and Justice for Minorities with Disabilities who
Have Been Impacted by the Criminal Justice System
Ignacio Alegre
Submitted in Partial Fulfillment of the Requirements for the Degree
Doctor of Social Work
Suzanne Dworak-Peck School of Social Work
University of Southern California
Dr. Enrile
December 2021
2

Table of Contents
Executive Summary ...............................................................................................................3
Conceptual Framework ..........................................................................................................7
Problem of Practice and Innovative Solution ........................................................................11
Project Structure, Methodology, and Action Components ....................................................14
Conclusions, Actions, and Implications.................................................................................19
References ..............................................................................................................................23
Appendix A. Theory of Change .............................................................................................30
Appendix B. Logic Model .....................................................................................................31
Appendix C: Narrative for Logic Model ...............................................................................33
Appendix D: Stakeholder Matrix ...........................................................................................35
Appendix E: Competitive Analysis .......................................................................................38
Appendix F: Summary of Competitive Analysis ...................................................................40
Appendix G: Organizational Chart …………………………………………………………41
Appendix H: Project Budgets………………………………………………….………….....42
Appendix I: MOUs/Letters of Support……………………………………………………....44
Appendix J: Modules…………………………………………………………………..……48
Appendix K: Infogram; Disadvantages of LatinX men…………..………………………....62
Appendix L: Infogram; The Prevalence of Disabilities……………………………...…..…..63

3

Executive Summary
Achieving equal opportunity and justice for young minority men with disabilities and
criminal records is long overdue. Minorities with disabilities and criminal backgrounds have
been struggling to secure gainful employment opportunities for decades, yet their employment
rates remain significantly lower than those without disabilities (Philips et al., 2016; Findling et
al., 2019; Jans et al., 2012; Shur et al., 2016; Sprong et al., 2019). The Hire1ofUs Capstone
Project addresses the employment inequality experienced by young minority men with
disabilities and criminal backgrounds by offering employers recruiting services and resources
through a web-based employment center. The virtual employment center will leverage financial
incentives, tax credits, and other resources as a method of promoting employment opportunities
for this marginalized sector of the population. The virtual employment center will also offer job
preparation services to young minority men with disabilities and criminal backgrounds such as
how to consider goals and qualifications in relation to job opportunities. It is the dual purpose of
Hire1ofUs to substantially impact the Grand Challenge of achieving equal employment access
and justice.
Recent research shows that legislation passed to increase employment opportunities for
people with disabilities has failed because employers continue to harbor negative stereotypes
about people with disabilities (Bonaccio, et al., 2020). Derous et al. (2016) found employers are
less likely to hire minorities with disabilities because of these biases. Businesses and
organizations that offer gainful employment routinely screen out applicants with disabilities and
criminal backgrounds; this hiring practice has mostly affected young LatinX with disabilities
(Leiber et al., 2019; Baldwin-White, 2017; McLaughlin et al., 2018). As such, the struggle to
access gainful employment is a stark reality for young minority men with disabilities,
4

particularly between the ages of 18-22 (Baker et al., 2018; Burnett et al., 2017). Coupled with a
criminal record, finding employment for this population can border on impossible.
Recent employment statistics from the California Employment Development Department
reveal that only 3 out of every 10 people with disabilities are employed, indicating that
discrimination of those with disabilities is alive and well today. These employment statistics
further reveal that employers discriminate against applicants with disabilities and criminal
backgrounds. Baker et al. (2018) found that employers’ negative perceptions of people with
disabilities and criminal backgrounds begin during the interviewing process. Geven & Herbaut
(2019) assert that the employment inequality for minorities with disabilities and criminal
backgrounds is growing because the government does not have effective ways for disadvantaged
minorities to escape the cycle of poverty. Thus, there is a significant need to effectively address
the financial inequality that exists towards young minority men with disabilities who have been
impacted by the criminal justice system.
The Hire1ofUs project is important for myriad reasons. Perhaps the most pressing issue
pertains to one simple fact according to U.S. Census Bureau statistics, LatinX represent the
fastest-growing population both in California and nationwide (U.S. Census Bureau, 2021;
Torres, B. 2020; Zhao et al., 2019). LatinX are also more likely to experience job
discrimination in the State of California (Fevre 2017; Ethridge et al., 2017). Some researchers
cast blame upon the criminal justice system. The California Department of Corrections and
Rehabilitation states that there are approximately 160,000 inmates, with LatinX making up most
of the state’s prison population (Bandland et al., 2017). Leiber & Fix (2019) also underscore
racial disparities in the criminal justice system, reporting in their study that 70% of inmates in
California are of minority ethnic backgrounds. Indeed, young LatinX young men are more likely
5

to be arrested, detained, and incarcerated than attend college (Bechtold et al., 2015). The Million
Dollar Hoods, a think tank from U.C.L.A., found that LatinX had more Orange County jail
bookings than Whites (Million Dollar Hood, 2021). These researchers also reported more police
involvement when LatinX committed a status offense compared to White and Black students. A
status offense is an offense by a person under the 18 years of age that involves an illegal activity
such as a curfew infraction or truancy. Interaction with the criminal justice system essentially
makes it impossible for young minority men with disabilities to secure gainful employment when
they get out of jail because employers simply bypass their applications. Employers have negative
views about applicants with disabilities and criminal backgrounds (Darling-Hammond et al.,
2020; Derous et al., 2016; Kuiper et al., 2016; Lowman et al., 2019). According to Derous et al.
(2016) people with disabilities and criminal backgrounds are viewed as untrustworthy, dangerous
to work around, and anxiety-provoking applicants. The research study further says that the
stigma attached to people with disabilities and criminal backgrounds “triggers scripts that initiate
behavioral, cognitive, and affective reactions in the interviewer including avoidance, fear, and
disgust when faced with an applicant with a disability” (Derous et al., 2016).
The educational system has also negatively impacted young minority men with
disabilities (Mason-Williams et al., 2019; Hawkins et al., 2015). Castillo (2014) found that many
educational policies suspension and expulsion target minority students with hidden disabilities
and negatively impact them by limiting their access to gainful employment opportunities.
Dispenza et al. (2019) determined that minorities with disabilities are more likely to encounter
significant barriers to employment opportunities. Some of these barriers include discriminatory
hiring practices and poor implementation of the American Disabilities Act (Kiesel, et al., 2019).
Additionally, they face multiple levels of oppression by the educational and criminal justice
6

systems. One example of this oppression can be found in the higher suspension rates for male
LatinX students in California than their White and Black counterparts (Romney & Wills, 2019).
In fact, male LatinX students in California are suspended at a rate 3 times that of White and
Black students.
Furthermore, the United States Bureau of Labor Statistics shows that people with
disabilities between the ages of 18-24 years old have a workforce participation rate of only 23%
while those without disabilities have a 73% workforce participation rate. Young minority men
with disabilities and criminal backgrounds have additional barriers to employment opportunities
because employers are reluctant to hire applicants with criminal backgrounds (Adams, et al.,
2017). According to Schur et al., (2016), the results of unemployment are substandard living
conditions, limited healthcare access, increased mental health care concerns, and poverty. The
Hire1ofUs virtual resource center will reduce the stigma attached to young applicants with
disabilities and criminal backgrounds and increase gainful employment opportunities by sharing
readily available financial incentives and tax credit reimbursement strategies.
As a response to the income inequality that plagues young minority men with disabilities
and criminal backgrounds, the Obama administration passed the Work Opportunity Innovative
Act (WIOA) in 2016. The WIOA disbursed federal monies to state and local government
agencies to increase employment opportunities for people with disabilities in underserved
communities. The Hire1ofUs project will utilize resources offered by the WIOA to educate
employers who might be unaware of the benefits that businesses who employ people with
disabilities and criminal records may enjoy. The innovative aspect of Hire1ofUs is that it not
only connects employers with access to government monies to train and retain applicants with
disabilities and criminal records, but also connects them with the applicants themselves. It is
7

important to note that the federal monies do not require employers to hire people with
disabilities; rather, the federal monies provide employers a financial incentive to select an
applicant with a disability and criminal history over an applicant without either.
Hire1ofUs is predicated upon the social learning theory proposed by Bandera. The theory
asserts that new behaviors can be acquired through observing and imitating others. Furthermore,
the social learning theory states that people learn more quickly when there is a reward and
punishment continuum. Employers will be rewarded with employees who complete their work
tasks, value their work, and seek to prove their work skills, abilities, and potential. After gaining
a new perspective of employees with disabilities and criminal records, employers will then be
more likely to hire others with a disability and criminal background. Employees, on the other
hand, will be rewarded with financial stability, access to health care, and increased physical and
psychological wellbeing (Alsaman, et al., 2017).
Hire1ofUs will launch in the City of Santa Ana in Orange County, California. Santa Ana
is 80% LatinX and lacks a virtual employment center to connect the Latinx population to the
employers who seek employees. Hire1ofUs will be the hub where people with disabilities who
have been impacted by the criminal justice system find employment and connect with employers
who can reap the financial incentives, tax credits, and resources of hiring from this group.
Area 2: Conceptual Framework
Latinx individuals are marginalized groups of people that experience financial and
educational disparities. Noe-Bustamante et al. (2021) reported that the Latinx community has
financially suffered during the COVID 19 Pandemic because of the nature of labor focused jobs.
Latinx people also experience racism and discrimination that impact their careers. Zamarripa
(2020) stated that racial inequality is a common problem for individuals that identify as Latinx.
8

A particular group that encounters different obstacles to economic stability and educational
opportunity are self-identified young Latinx males that are diagnosed with an intellectual
disability and have encountered challenges with law enforcement. These young Latinx males
with disabilities and criminal backgrounds do not have equal access to employment opportunities
because of the negative views and stigma employers have regarding this marginalized population
(Ameri et al., 2017; Baker et al., 2018; Sugie et al., 2018). Hire1ofUs seeks to change these
views through a shift in normative expectations of applicants with disabilities and criminal
records. Under the precept that new behaviors can be learned through social interactions with
the environment, Hire1ofUs will seek to engender increased hiring of applicants with disabilities
and criminal records through the use of rewards. The rewards include financial benefit in the
form of reimbursements for training costs and tax credits, as well as gains in productivity
because of increased work morale among all employees. Hire1ofUs also anticipates that the
employer will also experience lower rates of absenteeism and its associated benefits. All these
benefits will address the Grand Challenge of achieving equal access and justice for young
minorities with disabilities who have been impacted by the criminal justice system.
Hire1ofUs will offer employers the chance to learn through anecdotal testimonials about
other employers’ successful experiences recruiting young Latinx applicants with disabilities and
criminal backgrounds. Hire1ofUs will also leverage the current push encouraging employers to
embrace the positive implications of racial diversity in the workplace (Lindsay et al., 2019).
According to Lindsay, employers are already seeking applicants from diverse ethnic
backgrounds (2019). As such, the Hire1ofUs project is being launched during a time in which
the sociopolitical implications of employment access provide fertile ground for acceptance.
9

On a macro level, the problem of unemployment is that it is related to several harmful
rudiments. These rudiments include underutilization of or lack of access to health care services,
obesity, and early mortality (Fredrik et al., 2017 & Badland, et al., 2017). According to the U.S.
Census Bureau, LatinX are expected to comprise 40% of the entire United States population by
the year 2030. Put quite starkly, in less than 10 years, an even greater number of LatinX men
with disabilities who have been impacted by the criminal system will be unemployed, living
without health care, obese, or dead. Data from the California Department of Corrections and
Rehabilitation indicates that of the 150,000 inmates currently incarcerated, nearly half of them
are of LatinX descent and an overwhelming amount of minority youth are in the juvenile justice
system (Leiber, & Fix, 2019). The infograms in Appendixes K and L illustrate all the
disadvantages for young LatinX men. Beck & Blumstein (2018) also found racial discrimination
in the criminal justice system that negatively impact more minorities than Whites. Upon release,
these men represent a large, untapped source of workforce labor (Lindsay, et al., 2019).
Hire1ofUs will create positive change for this population through its systematic process of
providing mutually beneficial opportunities. Employers receive financial benefits and acquire
employees who are strongly motivated to obtain (and retain) employment; applicants with
disabilities and criminal backgrounds receive a coveted opportunity to prove their work skills,
abilities, and capabilities, all while bringing home a paycheck.
Hire1ofUs is guided by a coherent conceptual framework rooted in the social learning
theory and behaviorist perspective. The social learning theory illustrates how peoples’ beliefs
can change by observing and emulating others, while the behaviorist approach posits that it is
possible to understand how people think based on what they do. Brown (2017) reported that a
work environment and employees’ behavior can change when they observe respected colleagues,
10

those in lead roles, and managers also changing their behavior. The Hire1of Us project will
provide training to all team members that will produce change with front line staff and upper
management. Brown et al. (2005) stated that organizational leaders foster change with their staff
by demonstrating ethical behavior. The behaviorist view further submits that an individual’s
behavior can be reinforced through a process of conditioning. Gary (2015) research emphasized
that companies could cultivate change through the behaviorist perspective of reinforcing positive
behaviors through rewards and praise. The basic tenets of these theories underscore the concept
of Hire1ofUs: Employers will receive a financial reward to positively reinforce the recruitment
of minorities with disabilities who have been impacted by the criminal justice system. The
financial benefit will cause the employer to have positive associations with the recruitment of
people with disabilities and criminal records as being more cost effective than recruiting people
without disabilities. The reinforcement of the employer’s recruitment selection will
simultaneously produce greater employment outcomes for minorities with disabilities and
criminal backgrounds.
Hire1ofUs also intends to offer seminars on disability awareness and cultural diversity.
These instructional units will focus on training employers to identify discriminatory hiring
practices that primarily impact minorities with disabilities and criminal backgrounds. The desired
change will manifest as employers observe people with disabilities working around other
employees efficiently, productively, and successfully. Employers will observe people with
disabilities working efficiently and productively on videos which should transform the manner
they interpret their work skills and abilities favorably. The Theory of Change involves
highlighting what people with disabilities are able to do so that more employers are aware of
their unique work skills and abilities. Hire1ofUs seeks to educate employers and stakeholders
11

about the financial incentives, resources, and tax credits that exist to promote employment
opportunities for people with disabilities. Employers and small businesses will also learn about
the benefits of a diversified workforce. The financial incentive information will be on a virtual
employment website. Employers will be able to access the incentive and tax credit information
by enrolling through the website. Employers and small businesses will also learn about the
benefits of a diversified workforce. (See Theory of Change in Appendix A).
The Logic Model (Appendix B) of Hire1ofUs relies upon several assumptions. First, it is
assumed that employers have negative views of minorities with disabilities and criminal
backgrounds and use hiring practices, policies, and procedures to screen them out. A second
assumption is that employers spend an amount of their monies into training new employees
(either because of attrition or newly created positions) large enough that they seek ways to save
the company money. Third, it is assumed that employers have not been able to effectively create
a diversified workforce. Fourth, it is assumed that COVID-19 produced increased fear among
employees working in various settings, thus employers are experiencing a shortage of applicants
to fill vacancies. Finally, is it assumed that employers are not aware that their hiring practices
exclude people with disabilities and criminal backgrounds.
Problems of Practice and Solutions/Innovations
According to Munoz (2018), the financial inequality and injustice for the LatinX
community can be traced to the Treaty of Guadalupe Hidalgo of 1848. Munoz asserts that the
United States federal government has kept the LatinX community without financial, political,
and social power. The struggle to achieve equal access to employment continues today,
especially for young LatinX men (Calvo, et. al., 2018). Social injustice and racial discrimination
top the list of reasons why minorities with disabilities remain unemployed (McElhattan et al.,
12

2017; Kiesel et al., 2019 & Jans, et al., 2012). According to Adams et. al., (2017) opening the
doors to employment is the key and the answer to solve the racial discrimination and social
injustice. Employment is necessary for survival, political power, build social networks and for
ones well-being (Alsaman, et al., 2017).
A careful review of the job markets in Orange and Los Angeles Counties indicates that
there are a number of organizations that provide employment services to people with disabilities;
however, most of them refuse to serve job seekers who have a criminal background. In Orange
County, for example, large organizations such as Goodwill of Orange County, Westview
Employment Services, Project Independence, Southern California Rehabilitation Services, and
Easter Seals refuse to assist anyone with criminal backgrounds (See Competitive Analysis
Matrix in Appendix D). In addition, during stakeholders and focus group meetings most of them
agreed that another youth program was not the answer to help achieve equal access to
employment opportunities for this marginalized population (Blanco, 2017; Organista, et al.,
2019). Hence, the need to launch employment resources and create space for this underserved
population (Allison, et a., 2018; Unterberger, 2018).
Hire1ofUs intends to maximize this dearth of resources and position itself as the agency
of change to help young minorities with disabilities and criminal backgrounds achieve equal
access to employment opportunities and provide social justice for this underserved population.
The solution to achieve equal opportunity and justice for young LatinX men with disabilities and
criminal backgrounds is a virtual employment services center website that contains information
about the financial incentives, tax incentives, and resources for employers. The approach to
increasing employment opportunities for young LatinX men with disabilities and criminal
backgrounds consists of three prongs. First, Hire1ofUs will demonstrate to employers that Latinx
13

with disabilities and criminal backgrounds have the requisite work skills, abilities, and
capabilities sought after in applicants. Second, Hire1ofUs will assist employers in accessing the
financial incentives and tax credits available upon hiring targeted workers. Third, employers who
garner the rewards of hiring within the pool of young Latinx men with disabilities and criminal
records will be encouraged to share their successes in a manner that will entice and encourage
other employers to follow suit.
The Hire1ofUs logic model itemizes the inputs, activities, and desired outcomes of the
project. The inputs can be categorized in terms of time and cost. Investments in time will be
provided by the Hire1ofUs team and various stakeholders (see Appendix B). Cost-oriented
inputs include the capital outlay for the technological aspects of the program. These include, but
are not limited to: video equipment, website development, and creation of online content, etc.
Activities undertaken by Hire1ofUs will directly correspond to the program’s stated objective:
To achieve equal opportunity and justice for young minority men with disabilities and criminal
backgrounds. These activities include education for employers regarding the financial incentives
available for providing minority men with disabilities and criminal records an opportunity to
work, workplace inclusion, and identification of inappropriate hiring practices that negatively
impact the targeted population. Of equal import are the job preparation and access to employers
that will be afforded to young Latinx men with disabilities and criminal histories. The activities
inform the outcomes, which are divided into short-, intermediate-, and long-term goals. Short-
term goals include offers of employment to members of the targeted population, timely financial
reimbursement to those employers, and a measurable decrease in employee absenteeism. The
intermediate outcomes include a measurable increase in employment for people with disabilities
and a criminal history compared to the baseline level, a change in employer’s beliefs and
14

attitudes pertaining to the work abilities of young minority men with disabilities and criminal
backgrounds, and a subsequent change in overall hiring protocols. The long-term outcomes
include decreased employee turnover rates, and increased profits and production for employers
who choose to diversify their workforce. Most importantly, the desired long-term result is
undoubtedly a measurable increase in employment for young Latinx men with disabilities and
criminal backgrounds and greater inclusion of people with disabilities in the workforce in
general.
The likelihood of success for the Hire1ofUs project is high because of the level of
support already gained from a number of highly regarded agencies and organizations. To date,
Santa Ana Work Center, Centro Cristiano Familiar, Community Conn3ct, Buenas Nuevas
Church, and the California Department of Rehabilitation Orange/San Gabriel District have not
only voiced their support, but have also promised assistance in the form of hosting informational
seminars, offering job placement assistance, vocational assessment, and career counseling.
Hire1ofUs is also positioned to achieve swift success due to existing exigencies including
employers in need of workers for the upcoming holidays, the mass exodus of people leaving their
jobs, and the shortage of applicants willing to report to work due to COVID-19. All these
public, social, and religious connections will also increase the likelihood of Hire1ofUs growing.
Project Structure, Methodology, and Action Components
The Hire1ofUs virtual employment center is designed to assist employers in
understanding the benefits of hiring young minority male applicants with disabilities and
criminal backgrounds by providing access to financial incentives, tax credits, electronic and
other work-related resources. The virtual employment center will be directed by a
multidisciplinary team consisting of a Bachelors’ level Social Worker and a master’s level
15

Vocational Counselor. The team will offer employers virtual workshops and informative
meetings through the web-based service. The Social Worker will proffer disability and cultural
sensitivity activities to help eliminate the stigma attached to minorities with disabilities and
motivate employers to hire applicants with disabilities. The Social Worker will also host in-
person and virtual workshops. The Vocational Counselor will act as the liaison between
employers and access to the Workforce Investment Fund to ensure employers who provide jobs
to the targeted population are promptly reimbursed with federal funds. Additionally, the
Vocational Counselor will offer consultations and produce guides with step-by-step instructions
on receiving tax credits and salary reimbursements for recruiting applicants with disabilities. The
multidisciplinary team will also offer evidence-informed strategies to increase morale among
employees both with and without disabilities. The team will develop employment-focused blogs
to raise disability and cultural awareness. All the activities, guides, strategies, blogs, and other
resources will be translated into Spanish for our Spanish-speaking employers and other
beneficiaries’ convenience. Moreover, Hire1ofUs’s partnership with the City of Santa Ana Work
Center will enhance the team’s ability to offer employers additional support services such as
short-term funding and reasonable accommodation guidance.
Hire1ofUs has created many products and has adopted different strategies to maximize its
impact on employers, people with disabilities, web audiences and stakeholders. For example,
short videos will be used to advertise the employment services to small businesses. The videos
will be uploaded on several social platforms to reach employers from different sectors. The
videos will also create awareness online. Additionally, Hire1ofUs created flyers and pamphlets
that will be posted and distributed at the Santa Ana Work Center where workshops will also be
offered in person. Many employers use the work center both to post employment vacancies and
16

recruit employees. As such, a strong impact on employers is likely to occur. In addition, the
Hire1ofUs website will offer employers a chance to contribute to the Grand Challenge by
forming partnerships or donating money. Finally, people with disabilities will have access to a
library of videos on topics such as how to advocate for themselves and how to look for a job. The
videos can be downloaded and played over and over by virtually anyone who uses the website. It
is features and services such as these that will separate Hire1ofUs from potential competitors.
All of these components of Hire1ofUs aim to address the stigma related to minority men
with disabilities who have been impacted by the criminal justice system. The videos created by
Hire1ofUs will show minorities with disabilities and criminal records successfully working in
different settings to dispel the stigma related to their ability to work. For example, one of the
videos shows an employee with a disability performing the work duties with assistive
technology. The videos prove to employers that the employee can perform the essential work
duties of the job in a safe and timely manner. This is the link for the Hire1ofUs is
https://hire1ofus.webflow.io/
Hire1ofUs’s virtual platform affords employers and people with disabilities the flexibility
and accessibility to receive immediate services. The virtual resource center is optimized to be
user-friendly; the website layout allows employers and people with disabilities to select the
desired service, read a thorough description of the service, and then enter a virtual portal to
instantly receive direct service from the appropriate member of the multidisciplinary team. The
virtual resource center also enables employers and hiring managers to access information from
virtually anywhere, saving both time and money. Employers can even utilize the services during
their leisure time or simply from the comfort of their residence or favorite space.
17

The budget for Hire1ofUs is detailed in Appendix D. The budget includes the projected
startup cost along with a yearly budget. The expected revenue of the project is approximately
$80,000, while the expected expenses are approximately $70,400 dollars. The revenue consists
of contributions, grants, expected sales, and government funding. The expenses include
personnel wages, operating expenses, and other costs related to operating the project. The line
items details can be viewed in Appendix D.
In addition to the Social Worker and Vocational Counselor, the Hire1ofUs Business team
consists of a Chief Executive Officer (CEO), Chief Information Officer (CIO), Marketing
Manager, Business Specialist, Santa Ana Work Center Manager, Community Activist member,
and the Director of the Spanish Community Resource Center Connectate. The CEO will train all
the team members and will be responsible in reaching the short- and long-term goals. The CIO
will be responsible for all the technology needs of the program. The Marketing Manager will
create appropriate marketing tools and materials to advertise services provided by Hire1ofUs.
The Business Specialist will network with larger employer associations such as the Latino
Chamber of Commerce and other county chambers, as well as offer virtual workshops and
informative meetings. The Manager from the Santa Ana Work Center will host the Hire1ofUs
website and physical location of the program and its staff members. The Community Activist
will be tasked with creating awareness among religious affiliations. Finally, the Director of
Connectate will assist with translation of information from English to Spanish and sharing the
program’s website to LatinX communities on social media websites. These marketing strategies
will ensure that many people and businesses are reached and thus increasing more individual's
awareness of the services offered.
18

Hire1ofUs will employ eco-friendly strategies to ensure successful outcomes. The first
eco-friendly strategy involves using emails for all correspondence and using the Hire1ofUs
online website to post events, videos, and activities. The other strategies includes reaching out,
networking, and forming alliances with advocacy groups, community agencies, and federal and
state government organizations that believe in equality and justice for people with disabilities. In
addition, Hire1ofUs will leverage the use of social media platforms to increase awareness at a
faster rate. Hire1ofUs team members will also create channels on LinkedIn, YouTube,
Instagram, Facebook, and Twitter to provide pertinent content and messaging.
It is imperative to continually assess the impact of Hire1ofUs in its objective of
increasing equal access to employment for young Latinx men with disabilities and criminal
records. Hire 1ofUs intends to assess its impact in part by soliciting feedback and suggestions
for improvement. An oversight board composed of stakeholders will review data related to
participation, patterns, and the results of outreach strategies. Analysis of the data will be used to
make changes and adjustments to the project to maximize its impact. Hire1ofUs is aware that
stakeholders can compromise the success of any project. Therefore, Hire1ofUs endeavors to keep
stakeholders engaged and informed throughout all phases of project implementation.
It is important to note that with any innovative solution to a societal problem, a number
of ethical concerns can arise. One such concern which arose during the creation of the project
was related to the unethical use of funds. To ensure that monies are spent responsibly, Hire1ofUs
will create a board of advisors who will approve the distribution of any funds and account for all
the expenses incurred. Another ethical concern questioned the potential of both real and
perceived nepotism and favoritism. To avoid this, Hire1ofUs will offer services on a first come
first serve basis to avoid any nepotism or favoritism. Finally, the issue of authority regarding
19

budgetary matters is an ethical concern. Therefore, the Chief Executive Officer will also need to
seek the advisors board approval for any change related to expenditures as well.
There are both positive and potential negative implications to the Hire1ofUs project. The
positive implications include a substantive change in the manner employers’ interview,
understand, and recruit applicants with disabilities and criminal backgrounds. Conversely,
another implication is that not all employers will be able to understand the project’s mission and
will misinterpret information about people with disabilities and criminal backgrounds. Other
employers may find it difficult to learn how to create hiring policies and practices within their
organization that do not discriminate against minorities with disabilities and criminal
backgrounds. Perhaps the most concerning implication may be that employers take the financial
incentives and then fire the employee. This would undoubtedly cause psychological harm to an
already beleaguered group. Yet another negative implication may occur if an employee gets
injured during the trial work experience, raising issues involving worker’s compensation claims
and inability to work. In addition, some employees without disabilities may feel threatened with
losing their jobs because the employer is hiring more employees with disabilities over applicants
without disabilities, harming morale in the process. Finally, many employers may be reluctant to
hire applicants with disabilities and criminal backgrounds because of personal biases and past
negative experiences with this population.
Conclusions, Actions, and Implications
The Santa Ana Work Center, an America’s Job work center, plans to share the Hire1ofUs
virtual employment resource center prototype with other America’s Job work centers in local and
statewide meetings. A bi-monthly meeting hosted by the Santa Ana Work Center will offer the
time to share the virtual resource center infrastructure with other potential partners. The Santa
20

Ana Work center is dedicated to supporting employers and small businesses. Therefore, other
employers and small businesses will have access to and learn about Hire1ofUs from a reputable
source. State Representative Young Kim will also receive a program plan evaluation to share
with community and state programs such as America’s Job Centers of California, California
Department of Correction & Rehabilitation, Department of Developmental Services, Latino
Chamber of Commerce, and other County Chambers of Commerce. In addition, the Latino
Community Churches of California will also receive notice to spread information about
Hire1ofUs among other religious affiliations since many minorities and potential employers
attend church services. The LatinX organization Connectate and Community Religious Leader,
Dr. Yamile Fernandez, will also join the team in sharing the information to local churches. Since
the program is focused on establishing employer relationships, any agency or organization can
receive information about workforce diversification reimbursement programs and initiatives.
The limitations and risks of the Hire1ofUs program consist of the challenges related to
hiring applicants with criminal backgrounds, funding stability, and the sustainability of
employers and community partnerships. Another limitation is receiving approval from the
California Department of Rehabilitation. Because the primary source of funding for the
employers to receive financial reimbursements is through the federal government Rehabilitation
Services Administration, the Hire1ofUs program can ensure financial reward for the employers
who diversify their workforce with a young applicant with a disability and criminal background.
However, the strategy to mitigate this risk is to secure additional resources and funding through
grants, foundations and by forming employer partnerships. Some of the funding that is available
includes grants from the U.S. Department of Labor, the California Grants portal, philanthropists,
and the National Council of Disability Organization. Hence, with supplementary funding, the
21

program can grow its team and expand its services to employers and minorities with disabilities
and criminal backgrounds. The program requires partnerships with state, county, city, religious,
and community agencies to provide training and services. Therefore, the overreliance on these
partnerships is also a program risk. The Hire1ofUs employment center website will need to
cultivate relationships to secure informed-based disability and cultural training to employers,
small businesses, and agencies.
The Hire1ofUs program will continue to expand services by securing additional part-time
staff, developing partnerships with employers, creating better relationships with small
businesses, and networking with community, federal, and state agencies. To secure part-time
staff members and additional volunteers, the team will apply for grants and other financial
funding sources. In addition, the team will create more Memos of Understanding with different
work centers and America's Job centers nationwide.
The expansion of Hire1ofUs will include the addition of at least five new employers
willing to hire minorities with disabilities and criminal records per month and additional memos
of understanding with the National Centro Familiar Cristiano Buenas Nuevas Community
Activist Organization and other organizations aligned with the Hire1ofUs cause. Hire1ofUs will
attain the expected outcomes through the assistance of these change agents. To date, Hire1ofUs
has already received support from three different change agents, including a religious leader, a
public official, and a virtual LatinX community leader. The change agent from the Santa Ana
Work Center can advocate and allocate funds to securely hire more staff, create more marketing
tools and resources, as well as increased awareness by presenting the Hire1ofUs program to
other work centers throughout the state and nationwide. The public official can help implement
change statewide and nationwide with other vocational rehabilitation programs which will help
22

grow the Hire1ofUs employment services and profits. Finally, the Santa Ana Work Center can
influence and motivate employment investment board members such as the Santa Ana Work
Investment Board to support the program. The change agent from the Community Activist
group can help create awareness online among many LatinX community social media channels
and websites. Many LatinX community action groups emphasize financial equality and access to
gainful employment opportunities by increasing and promoting more hiring and recruiting of
people with disabilities. All these supportive public and private networks show that Hire1ofUs
will be a success. Since the prototype aired online the program has already received requests
from employers to start the program. The schedule is currently getting filled up for the 2022
fiscal year.
Hire1ofUs is ready to be shared with stakeholders, constituents, people with disabilities,
and employers and the project team is ready for employers to apply for services. The next step
for Hire1ofUs is to launch services. The Santa Ana Job Center in Orange County, California will
serve as the launch site (See Appendix G MOUs). Hire1ofUs partners, stakeholders, and
community leaders will be present for the launch of what will address the Grand Challenge of
achieving equal access and justice for young minorities with disabilities who have been impacted
by the criminal justice system.

23

References
Adams, B., E., Chen, Y., E., & Chapman, R., (2017). Erasing the mark of a criminal past:
Ex-offenders’ expectations and experiences with record clearance. Punishment &
Society. 19(1). 23-52.
Allison, E., J., Herrera, S., J., Struna, J., & Reese, E., (2018). The matrix of exploitation and
temporary employment: Earnings inequality among Inland Southern California’s blue
collar warehouse workers. Journal of Labor And Society. 21. 533-560.
Alsaman, A., M., & Lee, C., (2017). Employment Outcomes of Youth With Disabilities in
Vocational Rehabilitation: A Multilevel Analysis of RSA-911 Data. Rehabilitation
Counseling Bulletin. 60 (2). 98-107.
Ameri, M., Schur, L., Adya, M., Bentley, F., S., McKay, P., & Kruse, D., (2018). The Disability
employment puzzle: A field experiment of employer hiring behavior. Industrial &
Labor Relations, 71(2, 329-364.
Badland, H., Milner, A., Roberts, R., & Giles-Corti, B., (2017). Are Area-Level Measures of
Employment Associated with Health Behaviours and Outcomes? Social Indicators
24

Research. 134. 237-251.
Baker, A. M. P., Linden, A. M., SaForce, S. S., Rutledge, J., & Goughnour, P. K., (2018).
Barriers to employment participation of individuals with disabilities: Addressing the
impact of employer (mis) perception and policy. American Behavioral Scientists,
62(5).
Baldwin-White, M. J. A., Kiehne, E., Umana-Taylor, A., & Marsiglia, F. F., (2017). In pursuit of

belonging: Acculturation, perceived discrimination, and ethnic-racial identity among
Latino youths. Social Work Research, 41(3), 43-52; 657-675.
Bechtold, J., Monahan, K., Wakefield, S., & Cauffman, E., (2015). The role of race in probation
monitoring and responses to probation violations among juvenile offenders in two
jurisdictions. Psychology, Public Policy and Law, 21(3), 323-337.
Beck, J., A., & Blumstein, A., (2018). Racial Disproportionality in U.S. State Prisons: According
for the Effects of Racial and Ethnic Differences in Criminal Involvement, Arrests,
Sentencing, and Time Served. Journal of Quant Criminol. 34. 853-883.
Blanco, G., (2017). Who benefits from job placement services? A two-sided analysis. Journal of
Production Analysis. 47. 33-47.
Bonaccio, S., Connelly, E., C., Gellatly, R., I., Jefha, A., & Martin Ginis, A., K., (2020). The
Participation of People with Disabilities in the Workplace Across the Employment Cycle:
25

Employer Concerns and Research Evidence. Journal of Business and Psychology. 35.
135-158.
Brown, B. (2017). Social Learning Theory in the workplace.
https://bizfluent.com/info-8405262-social-learning-theory-workplace.html
Brown, E. M., Trevino, K. L., Harrison, A. D. (2005). Ethical leadership: A social learning
perspective for construct development and testing. Organizational Behavior and Human
Decision Processes, 97, 117-134.
Castillo, J., (2014). Tolerance in schools for Latino students: Dismantling the school to prison
pipeline. Harvard Journal of Hispanic Policy, 26,44-54.
City of Santa Ana. (2021). Facts and figures. https://www.santa-ana.org/library/services/facts-
and-figures
Darling-Hammond, S., Lee, T. R., & Mendoza-Denton, R., (2020). Interracial contact at work:
Does workplace diversity reduce bias? Group Processes & Intergroup Relations.
https://doi.org/10.1177/1368430220932636
Derous, E., Buijsrogge, A., Roulin, N., & Duyck, W., (2016). Why Stigma isn’t hired: A
dual-process framework of interview bias. Human Resources Management Review. 26.
90-111.
Dispenza, F., Brennanman, C., Harper, S., L., Harrigan, A., M., Chastain, E., T., & Procter, E.,
J., (2019). Career Development of Sexual and Gender Minority Persons Living With
26

Disabilities. The Counseling Psychologist. 47 (1). 98-128.
Douthat, H., T., and Green L., N., (2019). First Source Hiring: An Essential Tool for Linking the
Poor to Employment or a “Dead Letter” Progressive Policy?. Urban Affairs Review.
Ethridge, G., Dowden, R. A., & Brooks, M., (2017). The impact of disability and type of crime
on employment outcomes of African American and Latino offenders. Journal of Applied
Rehabilitation Counseling, 48(4), 46-53.
Fevre, R., (2017). Why work is so problematic for people with disabilities and long-term health
problems. Occupational Medicine, 67, 593-595. doi:10.1093/occmed/kqx072
Findling, G. M., Bleich, N. S., Casey, S. L., Blendon, J. R., Benso, M. J., Sayde, M. J., Miller,
C., (2019). Discrimination in the United States: Experiences of Latinos. Health Services
Research, 54, 1409-1418.
Fredrik, L. F., Langi, G., and Balcazar, E. F., (2017). Risk factors for failure to enter vocational
rehabilitation services among individuals with disabilities. Disability and Rehabilitation,
39(26), 2640-2647.
Gary, S. (2015). 5 ways to facilitate behavioral changes among employees.
https://talentculture.com/5-ways-to-facilitate-behavioral-changes-among-employees/
Geven, K., & Herbaut, E., (2019). What works to reduce inequality in higher education?
International Higher Education, 99, 10-21.
Goodley, D., Liddiard, K., and Runswick-Cole, K., (2018). Feeling disability: Theories of affect
27

and critical disability studies. Disability & Society. 33(2). 197-217.
Grand Challenges for Social Work. (2018). Achieve equal opportunity and justice: Grand
challenges in social work, using evidence to promote social justice and well-being. [Fact
Sheet]. American Academy of Social Work & Social Welfare.
https://grandchallengesforsocialwork.org/wp-content/uploads/2015/12/GC-equal-
opportunity-final.pdf
Hawkins, J. D., Jenson, M. J., Catalano, R., Fraser, W., M., Botvin, J. G., Shapiro, V., Hendricks,
B. C., Beardslee, W., Brent, D., Leslie, K. L., Rotheram-Borous, J. M., Shea, P., Shih, A.,
Anthony, E., Haggerty, P. K., Bender, K., Gorman-Smith, D., Casey, E., and
Stone, S., (2015). Unleashing the power of prevention. Institute of Medicine, 1-23.
Jans, H., L., Kaye, H., S., & Jones, C., E., (2012). Getting Hired: Successfully Employed People
with Disabilities Offer Advice on Disclosure, Interviewing, and Job Search. Journal of
Occupational Rehabilitation. 22. 155-165.
Kiesel, R. L., Dezelar, S., & Lightfoot, E., (2019). Equity in social work employment:
Opportunity and challenge for social workers with disabilities in the United States.
Disability & Society, 34(9). 1399-1418.
Kuiper, L., Bakker, M., & van der Klink, J., (2016). The role of human values and relations in
the employment of people with work-relevant disabilities. Social Inclusion, 4(4), 176-
187.
Leiber, J., M., & Fix, R., (2019). Reflections on the Impact of Race and Ethnicity on Juvenile
28

Court Outcomes and Efforts to Enact Change. American Journal of Criminal Justice.
44. 581-608.
Lindsay, S., Cagliostro, E., Leck, J. Shen, W., & Stinson, J., (2019). Disability disclosure and
workplace accommodations among youth with disabilities. Disability And
Rehabilitation, 41(16), 1914-1924.
Lowman, H. G., Harms, D. P., & Mills, J. M., (2019). The influence of job candidates’ physical
appearance on interview evaluations: A prototype matching model. Journal of Personnel
Psychology, 18(2), 55-70.
Mason-Williams, L., Bettini, E., Peyton, D., Harvey, A., Rosenberg, M., and Sindelar, T., P.,
(2019). Rethinking shortages in special education: Making good on the promise of an
equal opportunity for students with disabilities. The Journal of the Teacher Education
Division of the Council for Exceptional Children,
https://doi.org/10.1177/0888406419880352
McElhattan, D., Nielsen, B. L., & Weinberg, D. J., (2017). Race and determinations of
discrimination: Vigilance, cynicism, skepticism, and attitudes about legal mobilization in
employment civil rights. Law and Society Review, 51(3), 669-701.
McLaughlin, M. &Rank, R. M., (2018). Estimating the economic cost of childhood
poverty in the United States. Social Work Research, 42 (3), 73-83.
Munoz, Jr., C., (2018) The Chicano movement: Mexican American history and the struggle for
29

equality. Perspectives on Global Development and Technology, 17, 25-31.
Noe-Bustamente, L., Krogstad, L. M., & Lopez, H. M. (2021). For U.S. Latinos, COVID-19 has
taken a personal and financial toll. https://www.pewresearch.org/race-
ethnicity/2021/07/15/for-u-s-latinos-covid-19-has-taken-a-personal-and-financial-toll/
Organista, C., K., Jung, W., & Neilands, B., T.., (2019). Working and Living Conditions and
Psychological Distress in Latino Migrant Day Laborers. Health, Education, & Behavior.
46(4). 637-647.
Philips, N. B., Deiches, J., Morrison, B., Chan, F., & Bezyak, L., J., (2016). Disability diversity
training in the workplace: Systematic review and future directions. Journal of
Occupational Rehabilitation, 26, 264-275.
Schur, L., Colella, A., & Adya, M., (2016). Introduction to special issue of people with
disabilities in the workplace. The International Journal of Human Resources
Management, 27(14), 1471-1476.
Sprong, E. M., Iwanga, K., Mikolajczyk, E., Cerrito, B., & Buono, D. F., (2019). The role of
disability in the hiring process: Does knowledge of the Americans with Disabilities Act
matter? Journal of Rehabilitation, 82(4), 42-49.
U. S. Census Bureau (2020). Hispanic heritage month. https://www.census.gov/newsroom/facts-
for-features/2020/hispanic-heritage-
month.html#:~:text=60.6%20million,of%20the%20nation's%20total%20population
30

U. S. Census Bureau (2020). Quick Santa Ana California census results.
https://www.census.gov/quickfacts/fact/table/santaanacitycalifornia/AGE295219#AGE29
5219
Zamarripa, R. (2020). Closing Latino labor market gap required targeted policies to end
discrimination
https://www.americanprogress.org/issues/economy/reports/2020/10/21/491619/closing-
latino-labor-market-gap-requires-targeted-policies-end-discrimination/
31

Appendix A
Appendix A: Theory of Change

What is the
problem you are
trying to solve?

The
unemployment
rate for young
LatinX men with
disabilities who
have been
affected by the
criminal justice
system.

Who is your key
audience?

Employers and
small businesses

What is your
entry point to
reaching your
audience?
City of Santa
Ana Work
Center (AJCC)

Chambers of
Commerce

Dept. of
Corrections &
Rehabilitation

Community
agencies that
aid people with
disabilities
Family Court
Services
Dept. of Social
Services

Unified School
Districts

What steps are
needed to bring
about change?
Highlight the
work abilities &
capabilities of
people with
disabilities
Creation of the
website
Disability
awareness
Cultural diversity
awareness
Create
appropriate
content to
change the hiring
process for
people with
disabilities
Employer’s
experience saving
money by
receiving the
financial
incentives & tax
credits
Finish readiness
modules
What is the
measurable effect
of your work?
Increased
awareness
Increased
recruitments
Increase
employment
What are the
wider benefits of
your work?
Increased
employment rate
for people with
disabilities
More inclusion in
the workplace
What is the long-
term change you
see as your goal?
-Increased
employment
rates for
minorities with
disabilities and
criminal
backgrounds
-Equal
opportunity to
gainful
employment &
upward mobility
-Less poverty
among the
LatinX
communities
-Less financial &
racial disparities
in society
Wider benefits?
Employers save
money on the
costs of training
Increase morale
among
employees

Measurable
effect?
Increase traffic
on website
Increased
requests for
diversity &
disability training
Measurable
effect?
Increase sense of
belonging
Increase use of
WIOA funds
Decrease
incarceration
rate
Change in
employer beliefs
Wider benefits?
Increased in
sense of inclusion
and
belongingness in
the workforce
Fewer young
minority men
unemployed &
incarcerated

Key assumptions
WIOA monies
available for
employers to
provide trial work
experiences to
individuals with
disabilities
Minorites with
disabilities and
criminal
backgrounds want
to work
i
Key assumptions
Employers have
biased views
about minorities
with disabilities
and criminal
backgrounds

Key assumptions
Agencies fear
hiring people with
criminal
backgrounds
Key assumptions
Employers have
high turnover &
absenteeism rates
and can benefit
from financial
incentives
Key assumptions
Employers want
to save money
and reduce costs
Key assumptions
Employers need
workers
Stakeholders
Employers
Agencies
Community at
large
People
w/disabilities
Community
leaders
32

Appendix B
Logic Model
Name: Ignacio Alegre
Date: Sept. 20, 2021
Capstone Project: Achieving Equal Opportunity and Justice for Young Minority men with Disabilities and Criminal Backgrounds.

Goal: To increase employment opportunities for young minority men with disabilities who have been affected by the criminal justice system.
INPUTS ACTIVITIES OUTCOMES
What we invest What we do Who we reach
Why this project: short-
term results
Why this project:
intermediate results
Why this project:
long-term results
Employers time for
training

Dept. of Rehabilitation
Staff time

Santa Ana Work
Center staff time

Partners time

Social Media

Evidence informed
strategies & practices

Online Modules

Website/Technology

Provide disability
awareness

Job preparation
Educate employees
about the financial
incentives & tax
credits for recruiting
an applicant with a
disability and
criminal background

Promote inclusion

Create diversity
recruitment plans

Identify and
ameliorate
inappropriate hiring
practices

Small businesses

State & federal
agencies

Social services
agencies

Community agencies

Young minorities with
disabilities and
criminal backgrounds

Disabled community
Employers will receive
financial reimbursements
on a monthly basis
contingent upon hiring
from targeted population

Employer’s experience
decreased absenteeism
rates

Employment opportunity is
offered to person with a
disability & criminal
background

Employers spend less
money training new
employees
Measurable increase in
employment compared to
the baseline level

Change in the employer’s
beliefs and attitudes
about young minorities
with disabilities and
criminal backgrounds and
their work potential

Improved hiring methods

Greater interest in
disability recruitment
plans and efforts
Increased profits &
productivity

Increase sense of
inclusion & belonging
in the workforce

Increased work morale

Decreased absentee
rates at work

Increased employment
opportunities

Increased financial &
social status

Better world-society
33

Assumptions
-Employers are apprehensive about hiring people with disabilities and
criminal backgrounds.
-Employers need incentives and benefits to give more people with
disabilities and criminal backgrounds employment opportunities
External Factors
-Employers may have hiring practices that inadvertently favor discrimination
-COVID-19 created space for people with disabilities and criminal backgrounds to
find employment
-A shift in hiring practices can promote awareness of implicit discriminatory bias
-May not be able to pilot program services during COVID-19
34

Appendix C
Narrative for Logic Model
The logic model for Hire1 succinctly lays out the inputs, activities, and outcomes for the
innovative solution to achieve equal opportunity and justice for young minority men with
disabilities and criminal backgrounds. Inputs for the project can be categorized in terms of time
and cost. The time inputs include time invested by the Hire1ofUs team and various
stakeholders. Inputs that require expenditures of money include technology, video equipment,
and production of online modules
Hire1ofUs seeks to educate employers and stakeholders about the financial incentives,
resources, and tax credits that exist to promote employment opportunities for people with
disabilities. Employers and small businesses will also learn about the benefits of a diversified
workforce. The financial incentive information will be on a virtual employment website.
Employers will be able to access the incentive and tax credit information by enrolling through
the website. Employers and small businesses will also learn about the benefits of a diversified
workforce.
The activities which Hire1ofUs will develop include a number of resources on how to
obtain financial incentives for providing people with disabilities a chance to prove their work
skills, abilities, and potential. In addition, employers will learn about workplace inclusion and
learn to identify inappropriate hiring practices that negatively impact people with disabilities
who have been affected by the criminal justice system. Finally, employers will learn how to
create diversity recruitment plans. Through these activities, people with disabilities and criminal
backgrounds will have greater chances of getting hired and employers will be financially
compensated.
35

The project includes short, intermediate, and long-term goals. During the beginning
stage, employers will learn about the easy ways to receive financial compensation for recruiting
applicants with disabilities and criminal backgrounds. Employers will also learn about the work
abilities, capabilities, and potential of young people with disabilities so that they are motivated to
hire them during their next recruitment opportunity. In addition, employers will spend less of
their money training new employees, which will help encourage them to hire more applicants
with disabilities and criminal backgrounds. The intermediate outcomes include a measurable
increase in employment for people with disabilities compared to what is now. In addition, there
will be a shift in employers’ beliefs and attitudes about young minority men with disabilities and
criminal backgrounds and their work abilities. Finally, the long-term outcomes will include a
measurable increase in employment for minorities with disabilities and criminal backgrounds,
increased inclusion of people with disabilities in the workforce, decreased employee turnover
rates, and increased profits and production for employers who choose to diversify their
workforce.
There are key assumptions involved in the model including the idea that employers
believe people with disabilities and criminal backgrounds are untrustworthy and unworthy of
hiring. It is also assumed that employers have high turnover rates which can be remedied by the
financial incentives provided for electing to hire applicants with disabilities and criminal
backgrounds. Finally, the pilot and project implementation may be impacted because of the
COVID-19 pandemic. However, employers are currently looking for employees to fill positions,
which is a positive indication that people with disabilities with criminal backgrounds will have a
greater chance of securing employment.
36

Appendix D
Stakeholder Analysis Matrix
Stakeholder
Name
Contact Person
Phone, Email, Website,
Address
Impact
How much
does the
project impact
them? (Low,
Medium, High)
Influence
How much
influence do
they have over
the project?
(Low, Medium,
High)
What is
important to
the
stakeholder?
How could the
stakeholder
contribute to
the project?
How could
the
stakeholder
block the
project?
Strategy for
engaging the
stakeholder
ConsultingUPtime
Joe Azlegre
Chief Executive
Officer

714-329-1734
Joealegre@consultinguptime.com
ConsultingUptime
High High That young
minority men with
disabilities and
criminal
backgrounds get
an opportunity to
prove their work
skills and abilities
Providing financial
support
By not providing
financial support
Showcasing the
increased profits
and production as
employers save
money on training
costs
Rudy Villalobos
Senior Social
Worker
714-662-6040
Rudy.Villalobos@dor.ca.gov
High High Provide businesses
and agencies
opportunities to
learn about young
people with
disabilities
Willingness to
participate and
support the
project
Unwilling to
participate or
support the
project
Sending emails to
local businesses
and agencies.
Distribution of
flyers and
brochures.
California Dept. of
Rehabilitation
Counselor
Miguel Rojas
714-662-6041
Mrojas@dor.ca.gov
High High Disrupt the poverty
cycle for young
minorities with
disabilities and
criminal
backgrounds
Providing financial
incentive and tax
credit information
and expertise to
ensure success
Unwillingness to
participate in
developing
additional
networking
strategies to
promote
awareness
Developing space
for young
applicants with
disabilities.
Job Preparation
Workshop
facilitator
37

Good News Family
Christian Center
Community Leader
Dr. Yamile
Fernandez
714-588-7964
yamile@liderescristianos.com
High High That minorities
with disabilities
and criminal
backgrounds get
an opportunity to
prove their unique
work skills and
abilities.
Motivating
Employers to learn
more about the
financial
incentives
Not sharing the
flyers during
church meetings.
Not supporting
the project
nationwide with
other churches
and religious
groups
Offering
information about
the financial
incentives and tax
credits to hire
more people with
disabilities during
Church meetings
and sessions
Socrates Lopez
Chief Executive
Officer
Social Media
Community Latino Leader
communityconn3ct.com
(714) 483-1857

High High Learn more about
inclusion,
disabilities and
their work
potential
Create more
awareness and
support the
project by hiring
and then providing
a testimonial
Not allowing
other employers
to participate or
undermining the
ideas
Offer information
to other
employers and
WIB members
from other
counties
California
Department of
Rehabilitation,
Regional Director
Trung Le
714-991-0862
Trung.Le@dor.ca.gov
Medium High More job
opportunities for
people with
disabilities
Providing the
needed resources
for the program
Not supporting
the project and
refusing to let
others participate
Showing the
positive
employment
outcomes and
showing the
limited potential
for negative
outcomes
AJCC
Carlos DeLaRiva
Work Center
Director
801 W. Santa Ana Blvd
Suite 200
Santa Ana, CA 92701
(714) 565-2600
Medium High Provide employer
with the financial
incentives and tax
credits
Approving the
program and
resources
Not approving
the project pilot
at the AJCC
Center
Offering the
possible positive
outcomes and
showing the
limited potential
for negative
outcomes
Richard Perez
Business Specialist
Richard.Perez@dor.ca.gov High Medium Fewer students in
juvenile detention
facilities and more
employment
opportunities
Providing financial
support for the
program and
outreach
Speaking out
against the
project or not
offering support
Speaking to
potential
employers and
presenting them
with hiring
options to
diversify their
workforce
38

Jose Contreras
County Children’s
Services Family
services staff

714-329-3378

Jose.Contreras@ssa.oc.gov

Low High Getting more
young people with
disabilities
employed
Creating more
awareness of the
project
Not allowing the
project to be
presented to
social workers &
community
agencies that
provide services
to individuals
with disabilities
Show journey
maps of people
with disabilities
and the financial
incentives for
Employers

Jennifer Aguilera
High School
Counselor
Walnut High School
Walnut, California

(909) 444-3644

Jaguilera@wusd.org

Low High Getting
employment
services for young
people with
disabilities
Creating more
awareness of the
project
Referring clients
Exposing more
High Schools to
this project
Not allowing the
project to be
presented to
durings staff
meetings at
school
sharing with
other parents and
High schools
Referring young
people with
disabilities and
criminal
backgrounds to
the program
39

Appendix E
Competitive Analysis Matrix
COMPETITOR 1 COMPETITOR 2 COMPETITOR 3 COMPETITOR 4
Direct Competitors Indirect Competitors
Company
Profile

Company
Highlights
Goodwill Industries Deaf Ability Apple One Manpower
Key
Competitive
Advantage
History of working with
people with disabilities
History of
working with
the hard of
hearing
population
History of job
placement in
different work
settings
Popular source
of job
placement
services.
Target Market
Market
Information
People with disabilities Usually works
with office
businesses and
warehouse
work.
Market Share Non-profit Non-profit Private Public Company
1948
Marketing
Strategy
TV
ads/Stores/Nationwide
Word of mouth TV commercials Word of mouth
Products &
Services

Product
Information
Job Placement Services Job Placement
Services
Job Placement
Services
Temporary Job
Placement
Services
Pricing $2, 200.00 $2, 200.00
Sales:
$8.81Million
Billion-dollar
Company
$664Million in
sales
Distribution
Channels
Physical Location Physical
Location
Physical
Location
Physical
Location
Strengths
SWOTT
Information
Popular Productive &
growing
History History
Weaknesses Stigma Small -Name is
labeling
Have to pass a
written English
and math exam
Must pass a
written English
and math exam
Opportunities Few Few Excludes those
with criminal
backgrounds
Excludes those
with criminal
backgrounds
Threats Hire1ofUs Hire1ofUs Hire1ofUs Hire1ofUs
Trends Has stores and a
distribution center.
Also has a technical
computer department.
Limited job
offers and
placements
Many closed
due to Covid19
Closing due to
Covid19

40

COMPETITOR 5 COMPETITOR 6 COMPETITOR 7 COMPETITOR 8
Direct Competitors Indirect Competitors
Company
Profile

Company
Highlights
CA State Vocational
Rehabilitation
Southern
California
Rehabilitation
Services
Taller San Jose O.C.
Conservation
Corps
Key
Competitive
Advantage
Created to provide
vocational
rehabilitation,
independent living
skills services to people
with disabilities.
History of
working with
the disabled
population in
Southern
California
History of
working with
community
Offers training
in construction
Provides jobs to
school dropouts
and at-risk
youth
Target Market
Market
Information
All People with
disabilities
Charges fee for
all services
Limited to low-
income
residents
At-risk youth
Market Share Government Non-profit For Profit Non-profit
Marketing
Strategy
Social Media Flyers/word of
mouth
Flyers/word of
mouth
Word of mouth
Products &
Services

Product
Information
Job Placement Services Job Placement
Services
Construction
Training
Basic Office
Training
Pricing Free Services $2, 200.00

$7000 Free Services
Distribution
Channels
Physical
location
Physical
Location
Physical
Location
Strengths
SWOTT
Information
Popular/Federally
Funded
Productive &
growing
History/Funders History/Funders
Weaknesses Stigma -Ineffective
-Young LatinX Men
have low acceptance
rates
-Poor employment
assistance
Small -Name is
labeling & does
not help those
with criminal
backgrounds
Excludes those
who cannot
pass an English
and math exam
Only admits 10
applicants per
year
Opportunities Few for young LatinX
men
Few Few Few
Threats Hire1ofUs Hire1ofUs Hire1OfUs Hire1OfUs
Trends Low employment rate
Low salary rate for
those who are placed
in employment
opportunities
Low
employment
rate
Low earnings
Dead end jobs
Little room for
advancement
Excludes people
with disabilities
and criminal
backgrounds
Excludes those
with criminal
backgrounds

41

Appendix F
Summary of Competitive Analysis
Goodwill Industries began in 1902 and has a long history of helping people with
developmental disabilities. However, they do not cater to the LatinX population. Also, people
with disabilities who utilize Goodwill for job placement services must deal with the stigma
related to Goodwill. Furthermore, most of their clients only receive access to low-paying jobs
with little room for advancement.

Deaf Ability has a negative connotation related to the name. The name implies that they
only help clients who are hard of hearing. This organization does not provide job placement
services to Spanish speakers and does not focus on youth with physical or learning disabilities.

Southern California Rehabilitation Services would be a direct competitor for Hire1ofUs
as they provide job placement services to youth. However, they do not provide these services in
the area in which Hire1ofUs will implement programming. They only provide job placement
services in Los Angeles. Hire1ofUs intends to learn more about their services to replicate in the
Orange County area.

Lastly, AppleOne and Manpower require everyone to pass an English and Math
assessment before they can be provided with job assistance.
42

Appendix G
Organizational Chart

43

Appendix H
Project Budget

44

45

Appendix I
Memos of Understanding

46

47

48

Appendix J
Modules/Lesson Plans
Module 1
HOW TO FIND A JOB
Overview
During this module all the participants will create a profile on the California CareerZone
website. The participants will gain a greater awareness of career options and possibilities by
exploring California industry sectors, job requirements, and different occupational settings.
The Module Learning Outcomes
At the end of the module, all the participants will be able to:
● Use the results of the Quick Assessment Interest tool to select jobs that best align with
their unique work strengths, interests, abilities, and capabilities.
The Language Objectives
At the end of this module all the participants will be able to:
· Understand and interpret occupational titles and job profiles by describing the
relationship of occupations to their interests, abilities, and capabilities. Afterwards they
can defend why the occupation they selected would be a good match for them.
· Explain the things they need to know and the skills they need to have to be successful
with the chosen job.
· Finally, they will be able to analyze and explain the preparation and requirements of
each occupation.
Materials
1. A computer with internet access for participants and instructors. The Santa Ana Work
center will provide a computer classroom setting for all the participants.
49

2. If, in person the instructor will require a Projector and screen.
3. Participant Handouts
○ CareerZone Quick Assessment Occupational Job Environments
○ Quick Assessment Worksheet
4. Online Source

○ California CareerZone
○ https://www.youtube.com/watch?v=O6ukoFlEPZA
○ https://www.youtube.com/watch?v=XNt04LC7RF8
https://www.cacareerzone.org/
Module Vocabulary
· An Associate degree is a college degree awarded by a California community college
upon completion of a course of study. The traditional Associate degrees requires at least
two full years of full-time education.
· A Baccalaureate (Bachelor's) degree is a degree received upon completion of a
program of study at a university or college. Traditionally, a baccalaureate or bachelor's
degree requires four years of full-time education.
· A Career: is a sequence of jobs and the total series of work roles and work
experiences a person occupies throughout life. Each person has one and during a lifelong
a career can change. A career often includes educational activities.
· A Certificate: is a document issued by an educational training provider to a student
who completes a training program. It serves to provide proof of training because it
certifies that you have passed through a series of training in a specific work field.
· A Graduate degree: is a master's or doctoral degree awarded upon completion of a
program of study. A student must have a bachelor's degree before entering a graduate
program. A graduate degree is necessary for many professions, such as a doctor, lawyer,
or professor.
· A Job: is a specific position in which a person is employed.
· An Occupation: is a cluster of jobs with common characteristics that require similar
skills (e.g., health science).

50

Activity
Students will go to the California CareerZone website and complete the Quick Assessment.
Students will record their findings and then transfer that information to their Me and My Career
handout then discuss the occupation they chose to research.
Getting Ready
· Review the Module plan procedures and handouts.
● Familiarize yourself with the California Career Zone’s Quick Assessment tool, jobs, and
occupational profiles. The link is in the Materials section and on the Hire1ofUs website.
Before the module begins, please have your computer on and the CareerZone homepage open in
your web browser. Share the screen if presented on Zoom or virtually.
Module Procedures
1. Introduce the Module by describing the topic and activity. This is a quick to help you
find a job and explore a career. Confirm that all the participants understand what they are
expected to do.
2. Then, review the academic vocabulary with all the participants.
3. Now, distribute and review the CareerZone Occupational Work Environments handout.
4. Using a projector or on a computer, show all the participants how to log on to the
California CareerZone Quick Assessment. Please use the following steps below:
(1) First, go to the CareerZone homepage.
(2) Then, select “Discover Possibilities”.
(3) Look on the “Discover Possibilities” page, and then select “Quick
Assessment”.
(4) Follow the directions and then select three areas of interest. Under the
“You Chose” you will find the description of the interest areas you
selected.
(5) After selecting the job areas that you are interested in, select “View
Results”.
(6) Finally, you will all see a list of jobs.
51

5. Now, the participants will need to scroll down through the list of jobs. The facilitator can
then select one to show the occupational online profile page. Inform all the participants that
all the job profiles have all the information they need to complete the activity and handout.
They can also go at their own pace.
6. Distribute the How to find A Career handout and explain that the questions on the
handout are the same as the information on the job profiles. If it looks like participants need
more space on the handout, add space between the sections and print it two-sided.
7. Tell participants to do the Quick Assessment and use their results page to look through
their job choices.
8. After they find the job they like, have the participants open their occupational profile.
Participants will use that information to complete the How to Find A Career handout.
9. Once the handout is completed, have all the participants share information about their
chosen occupation. If the group is large, break them up in small groups. Use break out
sessions if performing virtually. After they have shared the reasons why they selected the job,
some participants share out with the whole class.
10. Wrap-up. Review with participants all the knowledge they gained and identify all the
skills they used during the lesson:
· Career Literacy Skills:
Show them how they increased their understanding by participating in the process of career
exploration and planning Hire1ofUs workshop. Then go over the following bullet points.
o learned there is a connection between their interests and jobs
o learned about career assessments
o learned how to identify the best job for themselves
In addition, show them the Self-development Skills: Used by using the Quick Assessment tool to
gain personal insight and apply those insights to job exploration and job planning.
· Technology Skills: Increased by navigating the California CareerZone website,
using an online assessment tool, and locating accurate and reliable occupational
information.
Estimated Time
52

One session - Can be played over and over to meet the participants' learning needs.
Evaluation
● All participants must complete the California Career Zone Quick Assessment
● All participants should complete the Quick Assessment Worksheets
● This lesson and the materials to complete the lesson are posted on the Hire1ofUs website
● Questions to Think About and Consider:
● From the jobs listed on your search results page, write down two or more that look the
most interesting to you. Why do you think these jobs are good matches for you? Now,
review your results list and see what other jobs you might be a good match for. Write
down two or three. Why do you think these jobs are good for you?
Your Job’s Profile Page
1. Now, look at page 1 of your worksheet and choose one job you really like to perform.
Make sure you are comfortable with the wages. Write down your job’s title.
2. Open your job’s profile page. What are the work duties of this job? Write down at least
two things’ workers do. Now, ask yourself would you like to do this type of work?
3. What are some things interested applicants need to know about this job? Now, consider and
write down some knowledge needed to be successful in this job.
4. What things do people need to be able to do for this occupation? Write down some of the
skills people need to have and include the skill descriptions. Ask yourself if you have these job
skills.
5. What preparation is needed for this job? Write down some of the preparation required for
this job (i.e. degree, years of experience etc.).

53

SELF ADVOCACY MODULE

Overview All the participants will develop an understanding of the six success traits that help
people succeed in life. How to Succeed in Life is the theme of this module. In addition, all the
participants will learn to apply them to their own lives by completing the activities and handouts.
Module Learning Outcomes
At the end of this lesson, participants should be able to:
Identify the six success traits to make their better·
Explain how others have exhibited these traits.
Develop deep thoughts and opinions about the six traits of success
At the end of this module, participants should be able to:
· Verbally communicate their understanding of character traits to others.
· Use clear definitions in discussion with others and develop skills to their own
reasoning.
Materials Needed to Complete Module
1. Participant worksheet or Handout
· Six Steps to Success
· Success Traits Writing Exercise
2. Online Resource
Hire1ofUs LinkedIn, YouTube, Twitter & Instagram social media platforms
https://www.youtube.com/watch?v=Nd8IHE4wquA
Academic Vocabulary
Commitment: is a pledge or promise. Like an obligation to complete something

Confidence: is belief in oneself and one's powers or ability. It is also related to self-confidence,
self-reliance, and the assurance in oneself.
54

Courage: is the quality of mind or spirit that helps a person to face difficulty, trauma, danger,
distress, and pain without fear. It can also be defined as someone being brave during a tough
situation and can stand up when others cannot.
Creativity: is the process of using one’s imagination to produce ideas and design art.
Determination: can be considered as a fixed purpose or intention.
Integrity: is obedience to moral and ethical principles. Having soundness of moral character or
simply being an honest person.
Success traits: are distinguishing characteristics or qualities that foster the favorable or
successful termination of attempts or endeavors or simply the accomplishment of one's goals.
Activity: All the participants should discuss success traits and consider figures who are
examples of these traits. Then, all the participants will complete the “Six Steps to Success”
handout and the “Success Traits Writing Exercise” handout. These handouts are also available
online.
Getting Ready: All the Participants will need to familiarize themselves with the six success
traits and the writing activity
Lesson Procedures
Introduce the module by showing the Introductory video from Hire1ofUs. Then confirm that all
the participants understand what to expect. However, you can also introduce the lesson without
the video by describing the topic and activity.
Introduce the six success traits and write these words on the board: Commitment, Confidence,
Courage, Creativity, Determination, and Integrity. Discuss with the participants what they mean
and why they are important. Use the vocabulary definitions to help participants understand the
55

definitions.
Then provide examples of historical figures that have demonstrated one of the six traits. For
example, you can use the Rosa Parks story. In this example, she demonstrated “courage” when
she refused to give up a bus seat to a white passenger in Montgomery, Alabama. Ask participants
to brainstorm other historical figures to illustrate each trait and identify how they showed that
trait.

Distribute the “Six Steps to Success” handout and ask the participants to work in small groups.
Assign each group a trait so they can answer the final two questions on the handout. Let the
participants discuss their answers out loud.

Finally, the facilitator should distribute “The Success Traits Writing Exercise” handout. Have all
the participants complete the worksheet during the workshop. They can take their time and return
anytime. They can also watch the videos online.
Wrap Up the module. Explain how the understanding of success traits and the role they play in
the workplace makes it possible for you to build the traits you need to succeed. Most
importantly, remind them that these traits can help them get rid of the barriers to their individual
success.
Evaluation
● Participants will complete and submit for review the “Six Steps to Success” handout and
the “Success Traits Writing Exercise” handout.

56

Group Discussion Trait Handout Sheet (2 pages)
Name _____________________________
Following your group discussion, write a definition for each of the six success traits.

Commitment

Confidence

Courage

Creativity

Determination

Integrity

Circle the trait above that was assigned to your group to report on. Answer the following
questions based on this character trait.

Explain why this trait is important to have as a person. How does it help you at school, work or
at home?
How would you demonstrate this trait? Describe one example.

57

Name _____________________________

To help you understand each trait better write a definition for each of the six success traits
below.

Commitment

Confidence

Courage

Creativity

Determination

Integrity
Circle the trait above that was assigned to your group to report on. Answer the following
questions based on this character trait.

Explain why this trait is important to have as a participant? How would it help you at school or at
work?

58

FINANCIAL INCENTIVE MODULE
Overview
During this module all the participants will create a profile on the Hire1ofUs website. The
participants will gain a greater awareness of the financial incentives and tax incentives by
exploring the Work Opportunity & Innovation Act of 2016, reviewing the America’s Job Center
of California and the California Department of Rehabilitation websites. The participants who
wish to participate in the diversity movement will be offered a one-on-one meeting with the team
to coordinate the on-the-job recruitment option. Finally, emphasize the benefits such as the
increased work morale and production that are a direct result of having a diversified workforce
team.
Learning Outcomes
At the end of the lesson, participants will be able to:
● Understand the benefits of having a diversified workforce
● Recruit a diversified workforce
● Receive financial reimbursements during the recruitment phase
Language Objectives
At the end of this lesson, participants will be able to:
· Understand and interpret WIOA
· Understand the need to diversify the workplace to their employees and superiors
· Analyze and explain the benefits of recruiting a diversified team to other employers and
hiring managers
Materials
A computer with internet access for participants and instructors. The Santa Ana Work
center will provide a computer classroom setting for all the participants who desire to
attend in person.
If, in person the instructor will require a Projector and screen.
Participant Handouts
○ On The Job Brochure
○ Employee Performance Progress Report
59

Online Source
○ https://www.youtube.com/watch?v=Nd8IHE4wquA
○ https://edd.ca.gov/Jobs_and_Training/Workforce_Innovation_and_Opportunity_
Act.htm
○ https://calworkforce.org/initiatives/advocacy/federal-legislations-policy/wioa-
plans/
Academic Vocabulary
· OJT (On the Job Training): is a 90 day agreement to provide an applicant with a
disability and criminal background a trial work opportunity to see if they can perform the
work in a timely manner.
· A Non-binding Contract is an agreement between two parties that can be broken at
any time for any reason without any legal ramifications or financial responsibilities.
· Performance Evaluation Form: is a short form that is submitted every 30 days to
indicate whether the employee is meeting the job performance expectations.
· Salary Reimbursement: is a financial reward to encourage hiring managers to offer
trial work employment to an applicant with a disability paid through the State
Department from the Federal Government.
· Applicant with a Disability: an applicant who marked a disability on the application
for employment.
· Customized Employment: is a specific position in which a person is employed
during certain periods of the day. Not a traditional 8-hour shift.
· WIOA:Law passed by President Obama in 2016 to increase employment
opportunities for people with disabilities.
Activity
Review the OJT brochure. Afterwards, the participants who wish to proceed will schedule a
virtual or in person meeting with the Business Specialist.
Getting Ready
Review the lesson plan, flyers, and handouts.
● Familiarize yourself with the WIOA, & DOR websites
● Schedule a meeting with the Hire1ofUs Counselor
60

Lesson Procedures
Introduce the lesson by describing the topic and activity. For a quick introduction, the facilitator
can show the lesson start-up video from the Hire1ofUs website. Confirm that participants
understand what to expect from the workshop.
Review the academic vocabulary.
Review the Online websites from EDD and the California WIOA website listed under Online
Sources
Distribute and review the OJT and the Employee Performance Progress Report handout.
Distribute the OJT handout and explain the questions on the handout. If it looks like participants
need more time, give them the option to schedule a one-on-one meeting with the Social Worker
on the team. Tell them that the SW will help them throughout the process and assure them that
this will work in the best interest of their organization and society.
Tell participants to review the Progress Review Report. Ask if they have any questions.
Once the handout is reviewed ask
Wrap-up. Review with participants and encourage them to recruit an applicant with a disability.
Have them sign up for the next workshop.

61

Employee Performance Progress Report

Name of Employee

Does the employee arrive on time?

Does the employee complete the work entrusted in a timely manner?

Does the employee show courtesy and respect with peers and managers?

Does the employee require a job coach to help learn the job tasks? The job is free and comes
with the recruitment offer?

Does the employee show initiative to start work?

Will you continue to employ the employee next month?

Do you have any concerns?

Feedback?

62

63

Appendix K

64

Appendix L
Infogram: The Prevalence of a Disability

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Climate work is social work: addressing environmental justice to facilitate achievement of the Grand Challenges for social work

PDF

S.Hu.R.E.: Supporting Human Rights and Equality

PDF

Healing parent application for parents who have experienced trauma

PDF

Second chance or second class: creating pathways to employment for individuals with criminal records

PDF

An intersectional approach to addressing the grand challenge to achieve equal opportunity and justice for neurodivergent individuals in mental health care

PDF

Transitions to health a cost savings impact new pilot prototype dual acute hospital homeless response team social healthcare through housing...

PDF

Atender, live! Strategies to acknowledge and cope with cultural taboos in the Latinx community

PDF

Addison’s Neighbor: permanent supportive housing for parenting youth transitioning out of foster care

PDF

Sportiod and teen athletes

PDF

Impact of positive student–staff relationships and the social–emotional outcomes of Black high school students classified with an emotional disability

PDF

Beacon: a curriculum for change

PDF

Assessment and analysis of direct care community worker training: addressing social determinants of health in the home care setting

PDF

Financial literacy for African American students

PDF

Preventing exploitation of people with intellectual and developmental disabilities (I/DD) healthy and unhealthy relationships educational workshops sustaining innovation: healthy relationships matter

PDF

The 3 minus T spproach: building meaningful community connections by designing neighborhoods conscious of the effects of adversity focused on the healthy development of all children

PDF

A mixed-methods examination of transgender and gender nonbinary students’schooling experiences: implications for developing affirmative schools

PDF

The Linkage to Hope Project

PDF

Minority Business Accelerator: closing the racial wealth gap through strategic investment into Black-owned employer business as redefined approach to reparations

PDF

Tenemos Voz Network expanding behavioral health resources and services for the Latino re-entry population

PDF

Tenemos Voz Network expanding behavioral health resources and services for the Latino re-entry population

Asset Metadata

Creator Alegre, Ignacio (author)

Core Title Hire1ofUs: achieving equal opportunity and justice for minorities with disabilities who have been impacted by the criminal justice system

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2021-12

Publication Date 12/09/2021

Defense Date 11/18/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Criminal Justice,Disability,equality,Justice,Latinx,men,minorities,OAI-PMH Harvest,Opportunity

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Enrile, Annalisa (committee chair), Araque, Juan Carlos (committee member), Newmyer, Richard (committee member)

Creator Email ialegre@pacbell.net,ialegre@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC18010013

Unique identifier UC18010013

Legacy Identifier etd-AlegreIgna-10290

Document Type Capstone project

Format application/pdf (imt)

Rights Alegre, Ignacio

Type texts

Source 20211210-wayne-usctheses-batch-903-nissen (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu