Differences in the Relationship Between Family Environments and Self-Determination Among Anglo, Latino, and Female Students With Disabilities

Abstract

The role of gender and ethnicity as moderators of the relationship between perceived family environments and levels of self-determination was examined in a sample of students with disabilities. A sample of 157 Latino and Anglo students with disabilities completed the Family Environment Scale and the Arc Self-Determination Scale. Results indicated Latino and female students reported significantly higher levels of self-determination than Anglo male students. Differences were also found among Latino, Anglo, and female students in the relationship between perceived family environments and self-determination. Implications include developing ways families and schools can provide conditions to nurture self-determination and transition planning that are sensitive to ethnic and gender differences.

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship Between Student Perceptions of School and Family Support and Self-Determination

“…Qualitative research on the relationship between self-determination and family dynamics has suggested potential differences related to perceptions of increased barriers in the experience of the transition process for culturally and linguistically diverse female students with learning disabilities (LD; Hogansen, Powers, Geenen, Gil-Kashiwbara, & Powers, 2008; Trainor, 2007). Recent quantitative research has reported gender and ethnic differences in perceptions of family supports as they relate to self-determination skills (e.g., Rodriguez & Cavendish, 2013). Rodriguez and Cavendish (2013) also reported differences in levels of global self-determination across gender and ethnicity, with Latino and female students scoring higher on a measure of self-determination in a diverse sample of 157 urban high school youth with disabilities.…”

“…Recent quantitative research has reported gender and ethnic differences in perceptions of family supports as they relate to self-determination skills (e.g., Rodriguez & Cavendish, 2013). Rodriguez and Cavendish (2013) also reported differences in levels of global self-determination across gender and ethnicity, with Latino and female students scoring higher on a measure of self-determination in a diverse sample of 157 urban high school youth with disabilities.…”

Transition Trends Associated with Topic Focus Since 1990: A Literature Review

“…Since 1990, two of the three most frequent topics (e.g., “other,” self-determination) in this category displayed decreasing trends. Articles about family involvement (e.g., Rodriguez & Cavendish, 2013) and professional development (e.g., Finn & Kohler, 2009) have generally increased over time and topics about adult service delivery and preservice training have declined over time. Interagency collaboration (e.g., Noyes & Sax, 2004) remains remarkably understudied and has displayed a declining trend since 2005 to 2009.…”

The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

“…Youth with disabilities whose parents hold optimistic expectations about their abilities and potentials are more likely to exhibit independent behaviors during high school, such as assuming household responsibilities, earning higher grades, joining extracurricular activities, engaging positively in the classroom (Newman 2004), and leading their own transition planning meetings as a part of individualized education planning, a federally mandated component of the transition plan for students with disabilities (Wagner et al 2012). Parent expectations about their child's future potential play a significant role in the development of their child's individual agency, creating conditions for the formation of self-determination (Rodriguez and Cavendish 2013) and autonomy (Doren et al 2012;Soenens and Vansteenkiste 2005). In the general population, parental expectations of their child's future independence appear to be strongly linked with autonomy-supportive practices, behaviors that encourage youth to make choices, decisions, and engage in problemsolving independently (Wong 2008).…”