The Americans with Disabilities Act: will it Make a Difference?

This article summarizes the research on labor market discrimination against persons with disabilities and discusses the implications of that research for the probable success of the Americans with Disabilities Act ( ADA ). The research shows that discrimination reduces the wages of men and women with disabilities relative to nondisabied men and women. The size of discriminatory wage differentials varies with the intensity of prejudice toward particular impairments, suggesting that prejudice is an important problem. Employment rates for persons with disabilities are also substantially lower than employment rates for nondisabied persons, but it is unclear to what extent the lower employment rates are attributable to discrimination. The most important provision of the ADA with respect to employment is its requirement for "reasonable accommodation." The success of the ADA in improving employment rates for disabled persons will be determined by how employers evaluate the costs of accommodating workers with disabilities relative to the costs of noncompliance.     

Disability and work inclusion in Italy: between unfulfilled promises and new disability culture

This article outlines the existing provisions in Italy for inclusion in workplaces for persons with disabilities. It reports available statistics on the numbers of persons with disabilities in paid employment by sector, those seeking work and drawing pensions and those employed according to educational qualification. It considers the different channels, both formal and informal, through which persons with disabilities are able to gain access to paid employment and the concrete effects of Law 68/1999 on access to work and collocamento mirato (targeted work placement). One of the problems with the Italian legislation on compulsory work placement of disabled persons is that it applies only to employers who have at least 15 employees, whereas the vast majority of employers in Italy have fewer than 10. Lastly, the article reflects on the current situation and the challenges posed by new ways of conceiving of disability and of work. Work needs to be understood not simply as an occupation or position for which one receives payment but as a set of social relations between people, which has value in itself.     

Associations of people with disabilities in Italy: a short history

Voluntary associations of persons with disabilities have played an important role in bringing issues related to disability onto the national agenda in Italy in the absence of effective provision by the state or representation by other bodies, such as the political parties and trades unions. At the same time, the nature of Italy's welfare state – weak, clientelistic, particularistic – and its way of conceiving disability as a set of bodily deficits has also shaped the character of disabled persons' organisations in Italy and the ways in which they have framed their demands and policies. These organisations have tended either to represent fragmented subsets of people with disabilities or, more recently, to form large federations that, while they reflect a more comprehensive understanding of disability, have left some categories of people with disabilities feeling excluded or under-represented     

Measuring Accessibility for People with a Disability

This paper discusses some of the inherent problems associated with measuring accessibility for people on a landscape of surfaces, barriers, and travel modes. Along with this discussion we propose a new perspective for measuring accessibility with a focus on people with differing abilities. Even though our focus is on people with a physical disability, such an approach can be easily extended and is able to be generalized to other needs and differences. Traditional measurements of accessibility are flawed, as they fail to directly account for mobility and physical differences among people. They ignore structural barriers and individual mobility limitations that affect travel time, effort, and even successful completion. To make sense of this dilemma, we propose an accessibility measurement framework that includes measures of absolute access, gross access, closest assignment access, single and multiple activity access, probabilistic choice access, and relative access. Most of these measures of access have been proposed by others, but our framework attempts to codify an approach that helps to overcome weaknesses in using only the absolute access measurement currently used in ADA compliance. Such measures can be used to map accessibility as well as to help select the mitigation or renovation projects that yield the greatest increase in accessibility for people with disabilities. We argue that for many urban and building design problems providing absolute access for people with physical disabilities should be accompanied by the use of a relative access measurement, so that removing barriers can be done in the order that provides the greatest improvement in access for a given level of expenditure.     

Spaces of Wellbeing for People with Learning Disabilities

Abstract

There is a growing interest in the geography of health in the concept of ‘wellbeing’, as it provides a fuller understanding of health, builds in embodied experiences, and accounts for the socio-spatial relations and contexts that shape health. The paper sets out the case for using ‘wellbeing’ to rethink the poor health outcomes experienced by people with learning disabilities, which conventional tools of healthcare and health promotion have failed to address. Shifting the focus of concern from the individualised objective ill-health of people with learning disabilities to a broader sense of emotional and social wellbeing and happiness, the paper argues that there is potential within learning disability spaces and networks for wellbeing to flourish, through greater self-determination and presence in and attachment to local places. The outcome is people with learning disabilities being able to find stability and build resilience in difficult bodily and social circumstances.     

The Americans With Disabilities Act and Medical Providers: Ten Years After Passage of the Act

This article discusses the impact of the Americans With Disabilities Act (ADA) on health care providers in the last decade. Even though some ADA training has been provided for health care providers, more education will help to improve access to their offices, improve health care practices for their patients with disabilities, and be an incentive for the providers to help raise the consciousness of the rest of the community about the ADA.     

Personal Assistance Services: The Hub of the Policy Wheel for Community Integration of People with Severe Physical Disabilities

The success of persons with severe physical disabilities in living independently in the community, engaging in self-directed productive activities, and staying healthy depends, in part, on getting and maintaining adequate personal assistance with basic tasks such as getting out of bed and tending to personal hygiene. Although few policymakers would disagree with the contention that many people with disabilities need assistance with daily tasks, there is considerable debate about who should provide assistance, what services should be included, who should pay, who should be entitled to publicly provided and paid services, how much assistance should be provided, and who should control its administration. The prevailing model for delivery of personal assistance services has been primarily medical, with control of services by health care professionals, rather than independent living, with control by consumers receiving services. Traditionally there has been an institutional bias of funding for disability-related service, despite its much higher expense than community-based personal assistance services and its violation of basic human rights. Proponents of various solutions to health care reform have given little consideration to the provision of support services for people with disabilities. The advantages of implementing a uniform national system for the delivery of personal assistance services based on consumer control are discussed.     

Effect of a Disability Course on Prospective Educators' Attitudes Toward Individuals with Mental Retardation

Prospective educators who completed a course about social work with disabilities were participants in a study that investigated whether attitudes toward individuals with mental retardation (MR) would be enhanced by the information provided in the course. The quasi‐experimental design of the study involved a control group together with a pretest and a posttest, and several demographic and experiential variables. The study used a version of the Mental Retardation Attitude Inventory‐Revised that Kandari and Salih (in press) adapted for the Kuwaiti culture. Results revealed that the course did not influence students' attitudes toward individuals with MR. The authors discussed the findings in relation to determining the changes needed in the course's curriculum and evaluating the information provided for prospective educators in order for them to support the integration of individuals with MR into mainstream society. Throughout history, society's attitude towards individuals with Mental Retardation (MR) has been predominantly negative. Society has created an ‘out‐group’ of people who may be seen as less than human because they are disadvantaged in terms of some abilities and characteristics such as intelligence, self‐consciousness, and the ability to have human relationship that the majority of its citizens possess. The history of segregation of individuals with MR has reinforced this notion by adopting the term ‘handicap’ or ‘disability,’ which signifies the presence of an inherent difference between them and other people. Such segregation can negate the fact that one is a human being; depriving him\her of enjoying the benefits afforded to those without disabilities (Philip, 1992). Smith (1981) provides an example of the danger of society's beliefs about individuals with MR as being less than human. He brings to attention that fetuses with Downs syndrome are usually aborted because, when they are born, they would not meet certain minimum requirements for being human. They would be severely mentally retarded and uneducable, and would thus be a burden on their families and society. The danger of such beliefs is that individuals with MR may begin to internalize these inaccurate assumptions and thus tend to fulfill the society's expectations (Phillip, 1992). Over the last few decades, a strong movement in special education and related human services fields toward ‘normalization’ has given people with MR more opportunities to participate in various activities with people without disabilities. Changes in the provision of services to persons with disabilities have focused on increased inclusion in educational, employment, and social arenas (Antonak & Livneh, 1988). However, barriers, including the attitudes of educators, employers, co‐workers, and others, still stand between persons with MR and full inclusion (Geskie & Salesk, 1988). In Kuwait, the law of the disabled (13\96) assures the right of persons with disabilities to be included in different settings (e.g., schools, workplace, social activities, and wider community). Although Kuwaiti government has shown growing interest in the integration of individuals with MR, the chances of these individuals to integrate into mainstream society would depend on the attitudes of others (e.g. students, prospective educators, teachers, co‐workers, social workers, professionals) toward them. These attitudes, as found in many Western studies (e.g. Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are for the most part negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000, Special Olympics, 2003). For example, Parent, Hill and Wehman (1989) found that non‐disabled co‐workers focused on the disabled personal characteristics rather than specific job competencies. The impact of these negative attitudes may have significant consequences for both social and vocational lives of persons with MR. Mest (1988) have found that negative attitude leads to self‐isolation of persons with MR. Rusch, Hughes, Johnson and Minch (1991) found that stigma negatively affected social relationships between workers with MR and their peers without MR. As literature has shown, the provision of educational and social opportunities for individuals with disabilities can be legislated, but acceptance from other people cannot be ensured. Experts agree that complete integration and acceptance of individuals with disabilities might happen following long‐term changes in attitudes (Beattie, Anderson & Antonak, 1997). According to Langer's (1989) theory of ‘mindfulness’, changing people's attitude depends on providing enough information relevant to the problem of interest. People change their understanding of concepts based on their becoming mindful of them. Taba (1966) suggests that concepts' formation involves three stages: (1) Identifying information relevant to a problem, (2) grouping information on the basis of some similarity, and (3) developing categories and labels for the groups (Taba, 1966). With regard to MR, people might change their attitudes if they are encouraged to identify the construct of MR and then group subsequent information with enough details to form groups of categories without simply stereotyping. This is because people usually stereotype others and judge them without enough information and reflection (Langer, 1989). Thus, only continued mindfulness toward individuals with MR can eliminate stereotypical thinking and lead to their acceptance as fellow human beings in various settings. Gordon, Feldman, Tantillo, and Perrone (2004) suggested that greater awareness of disability issues results in improving social attitudes about disabilities and helps in removing attitudinal barriers. Henry, Keys, Balcazar, and Jopp (1996) also found evidence that training in inclusion philosophy increases awareness associated with positive inclusion's attitudes among staff members who work in mental disability settings, when compared to general population. There is some evidence showing that as they gain more information about individuals with MR and their conditions, their attitudes become more positive (Lawrence, Glidden & M‐Jobe, 2006; Sadek & Sadek, 2000). Conaster and Block (2001) found that instructors who taught aquatics classes to students with disabilities felt able to handle their academic coursework and experiences during the academic year. Teachers who felt competent had also more favorable beliefs and positive attitudes toward individuals with disabilities. In a related finding, Irish physical educators showed significant positive attitudes related to their previous experiences in teaching students with mild‐moderate MR (Meegan & Macphail, 2006). Folsom‐Meek and Rizzo (2002) claimed that educational preparation helps to enhance attitudes toward working with individuals with disabilities. Castoria (1986) found that understanding of the intent and concept of mainstreaming, and adequate‐to‐good training emerged as positive factors that influenced elementary and junior high school teachers' attitudes toward youngsters with special‐needs. Based on the above arguments, perceptions and attitudes of prospective educators can be enhanced by the provision of appropriate coursework related to disabilities. Otherwise, prospective educators would continue, like many people, to believe that individuals with MR are not capable of dealing with the everyday facets of life (Hunt, 2004). More seriously, educators may feel uncomfortable dealing with students with MR who happen to enroll in their classes. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling ‘uncomfortable’ when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling ‘uneasy’ in the presence of people with disabilities. The coursework would thus help to increase prospective educators' willingness to work with individuals with MR, interact with them, and support their integration into society (Horne, 1985). Lack of interest and negative attitudes on the part of prospective educators may directly influence their abilities to interact with individuals with MR in a disability‐related job (Schlachter & Duckitt, 2002). Hatton, Emerson, Rivers, Mason, Swarbrick and Mason (2001) claimed that lack of interest in MR by staff members (e.g., social workers, counselors) usually discourages them from dealing with individuals with MR, and may result in their leaving the job. Although researchers (e.g. Hatton, Emerson, Rivers, Mason, Swarbrick and Mason, 2001; Larson and Lakin, 1999) found that low salary and high job stress can lead staff members to leave their jobs, Osborne and Williams (1982) indicated that lack of interest in MR was the major reason of leaving the job among social workers. Providing coursework related to disabilities increases prospective educators' awareness of disability. Gaining this awareness, they can identify and counter inequality of opportunities for individuals with MR, inaccessibility of resources, and other environmental influences that add to their powerlessness. Prospective educators usually play an active role in social change and in changing public opinion. The awareness of the disability would help them to change society's response to persons with MR, as it is affected less by public policy and more by the prevailing societal attitudes. Myers, Ager, Kerr, and Myles (1998) suggested that increasing people's awareness of individuals with disabilities would present them as having worth and value as human beings no matter how they may differ from what society considered the “norm”. Prospective educators need to become aware of handicapist language, stereotypes, and prejudices that exist in literature so that they might better promote understanding and appreciation of people with disabilities. A course dealing with disabilities would be helpful for educators to encourage understanding by accurately and respectfully portraying well‐adjusted and productive individuals with MR, due to the fact that most literature presents and reinforces prejudicial and stereotypical images of characters with MR (Catlett, Martin, and Craig, 1993; Marsh, 2003). As part of the graduation requirements, Kuwait University requires prospective educators in the Social Work Department to take courses that focus on provision of educational, social and health services to special needs groups, such as the Social Work With Disabilities (SWWD) course which has two broad goals: (a) To increase prospective educators' knowledge of individuals with disabilities, and (b) to improve prospective educators' skills to deal with individuals with disabilities in the jobsites. These goals are accomplished through a combination of presenting information, guest speakers and direct contact with the instructor. Although the course deals with different types of disabilities (learning disabilities, MR, behavior and emotional disorders, and physical disability), the present study focuses on MR and students' attitudes toward them. In a study of Ahmad (2004) in Kuwait, findings showed that 40% of respondents in 15 workplaces related to mental disabilities reported a shortage of Kuwaiti professionals (social workers, counselors, psychologists) who work with the individuals with MR, and 46.7% of them reported lack of volunteers who are in direct contact with those individuals. Most research on attitudes toward MR in educational settings has focused on assessing attitudes of individuals (e.g., Lyons & Hayes, 1993; Corrigan, Green, Lundin, Kubiak, & Penn, 2001), with little attention given to effective strategies to promote positive attitudes toward individuals with MR. The assessment of attitude of prospective educators and whether it is affected by the SWWD course is important for several reasons. First, as educators, we have the opportunity to evaluate the course with regard to an important learning outcome. This evaluation could lead to a deeper analysis of the students' learning needs, and modification of the course's performance objectives, instructional materials, instructional strategies, and assessment strategies (Miller, 1996). Second, knowing whether the course has an effect on changing students' attitude would thus help professionals and social service providers to know whether educators would have the potential to contribute to or hinder the independence of persons with MR (Antonak & Livneh, 1988). Third, as the service model in Kuwait begins to emphasize the role of persons with MR in designing and requesting services that foster independency, the role of prospective educators in this process is likely to be affected by their attitudes as an intervening variable or variable that might indirectly influences behavior (Miller, 1996). Negative attitudes, as an intervening variable, might not directly cause negative behavior toward individuals with MR, but is likely to affect behavior in an indirect way, and hence affect the opportunity for inclusion in the lives of persons with MR. Attitude can motivate behavior in either a dynamic or directive manner (Miller, 1996). The broad question of the present study was: Would teaching the SWWD course improve prospective educators' attitudes toward individuals with MR? The present study investigated this question by assessing the attitudes of prospective educators (experimental group) toward individuals with MR before and after studying the course. The study also assessed the attitudes of another group of students (control group) who were, at the same time, taking another course. The present study anticipated that the attitudes of prospective educators toward individuals with MR would become positively different, as they gain more information about MR during the course of study. We thus hypothesized that taking the SWWD would improve attitude of a prospective educator toward people with MR.     

Challenges and Dilemmas in Implementing the Americans With Disabilities Act: Lessons From the First Decade

The Americans With Disabilities Act (ADA) of 1990 represents a strong national commitment to protecting the full rights and opportunities of persons with disabilities. This article traces evidence of the impact of the ADA's implementation and compliance during its first decade.     

The Negative Effects of Insufficient Support Systems on Kuwaiti Mothers of Children with Disabilities

Parents raising a child with a physical or cognitive disability are often faced with the negative stigma against disabilities that exist in several Arab countries. This puts extra pressure on the parents and can lead to negative outcomes for the children. The purpose of this study was to investigate the effects of parenting stress and varying levels of support for mothers of children with disabilities and the effects of these pressures on their relationship with their disabled child. We surveyed 85 Kuwaiti mothers of children with disabilities. The participants filled out an online survey with questions regarding parenting related stress, perceived social support, feelings of social isolation, self‐efficacy, and attachment to their child. Results indicate that mothers who feel unsupported by their families, community, and government experience more parenting stress and greater social isolation. These in turn lead them to feel less competent in their parenting abilities, and ultimately they feel less emotionally connected to their child. Implications of these findings are discussed.     

The social mind: disentangling affective and cognitive routes to understanding others

ABSTRACT

To flexibly adjust behaviour to that of other people around us requires some representation of their overt actions, but also of the driving forces behind them, that is, their goals, intentions, and emotions. Socio-affective and -cognitive functions enable such representations via creating vicarious affective states in the observer (empathy) or by accumulating abstract, propositional knowledge of another person’s mental state (Theory of Mind). While the empathic sharing of another’s emotions is implemented by those neural networks that also process first-hand emotion, Theory of Mind activates a widespread network that seems to process information independent of its specific modality or content. Crucially, these two routes can function independently as individual differences in the respective capacities and network activations are unrelated and selective impairments in one or the other function occur in psychopathology. However, they may co-activate and co-operate in complex social situations, determining how prosocially interactive behaviour unfolds.     

Shopping,social inclusion and the urban geographies of people with intellectual disability

In this paper, we examine the social geographies of people with intellectual disabilities. We focus particular attention on the significance of shopping and spaces of consumption as they relate to questions social inclusion and belonging in the lives of PWID. The focus on consumption offers a useful counterpoint to a prevailing policy emphasis on social inclusion through productive activities. The paper also contributes to the literature on intellectual disability within social and health geography, shedding light on the varied socio-spatial experiences of people beyond the confines of community-care facilities and other separate spaces. Our analysis draws on data collected from a participatory research project in Toronto (Canada). The project involved a small but diverse group of people with intellectual disabilities, who led academic researchers on a series of excursions designed to explore those places and routes that make up their everyday social geographies. Shopping emerged as a significant but often ambivalent theme in the context of these geographies, and the analysis demonstrates the complex interplay of autonomy and control, pleasure and restraint, care and support that shape people’s experiences of consumption. We conclude by discussing the significance of these findings for notions of social inclusion and belonging.     

Progressive localism for an ethics of care: Local Area Co-ordination with people with learning disabilities

In the UK devolution to ‘new’ nations and localities is generating differences in the tone and substance of social care. In Scotland there is an apparent rejection of the ‘personalisation’ model dominant in England and other neoliberal welfare states; in its place, there is an emphasis on locally based co-produced care provision, involving local organisations, practitioners and individuals. The paper argues that this is an outcome of the open and deliberative nature of policy-making, and the further devolution of social care provision to local authorities in Scotland. Local scale networks and spaces of provision are generating a ‘progressive localism’, contesting the association between the local scale and financial austerity, drawing on a relational understanding of place. Non-commodified and locally-based provision expands the discourse of care from ‘caring for’ individuals to ‘caring about’ people and places, in what is termed an ‘ethics of care’. The paper uses the example of people with learning disabilities to examine a more broadly conceived ‘caring’ within local communities, offering possibilities for inclusion and belonging. The paper draws on interviews with key policy makers and place-based care practitioners, known as ‘Local Area Co-ordinators’.     

Engaging in the disablement process over space and time: narratives of persons with multiple sclerosis in Ottawa, Canada

This article presents an interpretive analysis of the narratives of 15 men and women who have been diagnosed with multiple sclerosis (MS) living in the city of Ottawa, Ontario, Canada. Relatively little is known about how people who are affected by MS cope with the challenges posed by social and physical barriers in their environment. Our research investigates two objectives: (1) to explore how those who have developed MS cope with their disease and resulting impairments, both in terms of the bodily experiences of becoming a chronically ill person and in terms of how they cope with changing relationships, changing identities and challenges in their physical environment; and (2) how they engage in the process of disablement over time and space as a result of these changing social and spatial relationships. We argue that the physical body and its social placings in public and private spaces are intertwined and both affect experiences of health, ability, impairment, disability and chronic illness. We further argue that these relationships are experienced across time and space, and in place, as people who have developed a chronic illness, such as MS, engage in, with and through the process of disablement. This article demonstrates the need for researchers to pay more attention to the role and significance of the simultaneity of space, place and time in shaping the experiences of people with disabilities and chronic illnesses, as it has been shown that these variables played a significant role in regulating the everyday experiences of this study's respondents.     

Compulsory Voting: Residual Problems and Potential Solutions

The state-enforced compulsion to vote can be defended as a reasonable imposition on individual autonomy. This article moves on from this position to examine a number of residual problems with Australia's compulsory voting arrangements. While maintaining a commitment to the compulsory voting system, I suggest that, in order to protect the reputation of the practice and preserve the norm of universal participation, some reforms may be necessary. While the argument that it is reasonable to compel people to vote accepts that the state can legitimately penalise avoidance, I have doubts about the propriety of some current and past practices, specifically those relating to the legal consequences of avoidance and the public promotion of avoidance. One recommendation allows genuine 'conscientious objectors' to apply for exemption provided they meet a number of conditions. I also make suggestions that address the complaint that compulsion limits democratic choice.     

20世纪美国残疾人就业权利的缘起、制度化与困境

在某种意义上,20世纪的美国历史也是一部残疾人的民权运动史。如果说经济大萧条初步唤醒了残疾人的就业权利意识,两次世界大战开启了美国伤残军人康复与就业援助的机制建设,第三次科技革命则加速了残疾人就业权利保障的制度化进程。从公共就业计划、残疾人社会保障保险计划、补充收入保障计划,到《1973年残疾人康复法》,再到《1990年美国残疾人法》,残疾人的就业权利经历了被漠视、依附于福利救济、向实现平等权利转变等阶段,给美国的政治、经济、社会、思想领域留下了诸多挑战和值得思考的问题。由于法律在解决社会问题上存有局限、残疾人对各种福利保障资助的依赖、根深蒂固的偏见等因素,美国残疾人争取平等权利之路仍任重而道远。     

The Americans With Disabilities Act as Engine of Social Change: Models of Disability and the Potential of a Civil Rights Approach

The Americans With Disabilities Act, based on the civil rights/minority group and independent living models of disability, may enhance access to health care, personal assistance, employment, the electoral process, and smoke-free environments for people with disabilities. However, this essential law cannot resolve these key issues. Supplemental theoretical and policy approaches will be necessary to promote fundamental change.     

Community‐based cooperative ventures for adults with intellectual disabilities

When people with intellectual disabilities gain some influence over the running of their own households and the organisation of their workplaces, their lives can improve markedly. But success depends on community support not only from their families and social workers, but also from nonprofit groups and public services such as social housing and public transit. Dominant trends among institutions in the social sector responsible for meeting the needs of people with intellectual disabilities have produced models that focus on deficiencies, individualisation and service. Through cooperative structures and entrepreneurial activity, projects in community economic development have attempted to replace these models with an emphasis on capacities, collectivisation and care. We describe projects engaged in by community‐based cooperatives in Toronto that demonstrate this approach and encourage those with disabilities to live interdependently and to participate as partners in their own businesses.     

Disabilities,gender and employment: social exclusion,employment equity and Canadian banking1

People with disabilities, especially women, suffer from appallingly high rates of poverty, and paid work is frequently cited as a primary route out of poverty. I draw on feminist analyses of work and disability studies to reflect on the Canadian federal government's Employment Equity Act. I use the example of the ‘Big Six’ banks to investigate the numerical representation and occupational distribution of women and men with disabilities compared to their counterparts without disabilities. However, social justice in the workplace is at least as much about the quality of social relationships as it is about statistical effects. Reaching workplace equity also involves the creation of a workplace climate where people with disabilities experience supportive and responsive supervision, along with a sense of being respected and valued. I assess the banks’ progress towards identifying and eliminating discriminatory disabling barriers. I close with a discussion of workplace climate and locate the Act in the context of a broader network of change that includes challenging ableism.     

Youthful Creativity in Regional Australia: Panacea for Unemployment and Out‐Migration?

This paper addresses the theme of youth out‐migration from rural Australia, in the context of recent policy discussions about creativity and its role in regional development. Ethnographic fieldwork in one rural location – the New South Wales Far North Coast – is drawn upon to highlight how creative industries are being cast as a potential way of promoting cultural activities and jobs for young people, and in turn, how they might be imagined as a means to mitigate youth out‐migration. Yet, creative industries have contradictory employment and social outcomes. Creative industries are likely to generate higher rates of youth participation in economic activities than public data reveal. However, strategies for future job growth should also consider the limitations and instabilities of creative industry employment. Second, and more broadly, the paper discusses those socio‐cultural dimensions of nascent creative industries that may have a more substantial impact when conceived as part of strategies to stem youth exodus from rural areas. Creative activities may contribute to rural development in indirect ways, especially if linked to policy goals of increased tolerance of youth activities, better provision of cultural services, and improved well‐being for young people. While formal job‐creation may be limited, creative industries could mitigate some of the impacts of youth migration to cities by enriching regional social life and mediating perceptions of the advantages and drawbacks of rural versus urban life. This kind of policy imagination requires a shift in attitudes towards young people and a more genuine commitment to encourage young people to feel that they belong in non‐metropolitan areas.