National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

Newman, Lynn; Garcia, Elisa B.; Trainor, Audrey A.; Chong, Melanie

doi:10.1177/2165143420982923

Cited by 5 publications

(16 citation statements)

References 29 publications

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“…Moreover, very few published studies on NLTS2012 data include youth without disabilities. Although some recent published studies included youth without disabilities in the context of English learners (Newman et al, 2021;Trainor et al, 2019) and as compared with youth with a particular type of disability (Fisher et al, 2020), the vast majority of published studies do not include youth without disabilities or delineate those on 504 plans. In this study, we included youth without disabilities and those on 504 plans in all analyses.…”

Section: Discussionmentioning

confidence: 99%

College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012

Lombardi¹,

Rifenbark²,

Hicks

et al. 2022

Exceptional Children

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In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.

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Section: Discussionmentioning

confidence: 99%

College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012

Lombardi¹,

Rifenbark²,

Hicks

et al. 2022

Exceptional Children

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“…These findings are consistent with previous literature that highlight the complex relationship between poverty and its predictors, and the disproportionate impact of inequitable educational opportunities and access to health care on families of color. Previous research using NLTS data has not focused on exploring the range or racial and ethnic identities represented in NTLS, focusing on the largest groups of youth (Black, Hispanic and White; Newman et al, 2021;Qian et al, 2021). Occasionally NLTS studies include a group titled "other" for all individuals who do not identify with the three previous categories (Murray et al, 2015;Trainor et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Household income is a commonly used variable to measure poverty in published studies using NLTS2 and NLTS2012 data. Previously published studies on the NLTS2012 have used one variable -household income -as an indicator of poverty and socioeconomic status (e.g., Johnson et al, 2020;Matthias et al, 2021;Newman et al, 2021); meanwhile others used a combination of one or two variables related to income and employment status (Qian et al, 2020).…”

Section: Household Incomementioning

confidence: 99%

“…We sought to confirm the economic hardship latent construct as well as examine group differences in the latent means based on disability category, age, race and ethnicity, as well as other related risk factors as we know from previous literature that many of these factors interact with risk factors for economic hardship and that multiply marginalized youth may face more risk factors for economic hardship, including structural barriers that limit access and opportunities. Specific to disability, while some recent published studies included youth without disabilities (Fisher et al, 2020;Newman et al, 2021;Trainor et al, 2019), the vast majority of published studies do not include youth without disabilities or delineate those on 504 plans. Therefore, in this study, we examined youth without disabilities and those on 504 plans in all analyses as well as youth from diverse racial and ethnic backgrounds.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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Revisiting Economic Hardship in a National Sample of Adolescents With and Without Disabilities: A Conceptual Replication

Lombardi¹,

Wu²,

Loken³

et al. 2022

Exceptional Children

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The purpose of the current study was to conceptually replicate a multi-indicator construct of economic hardship in a national sample of adolescents with and without disabilities ( N = 9,230). Using data from the National Longitudinal Transition Study 2012 (NLTS2012), the latent construct economic hardship was confirmed from six theoretically relevant indicators: household income, parent education level, parent employment status, one- or two-parent household, household internet access, and participation in government-assisted social programs (e.g., Supplemental Security Income benefits, Supplemental Nutrition Assistance Program, Temporary Assistance for Needy Families). In addition, we examined group differences on the latent mean of economic hardship based on disability category, race and ethnicity, and school and family factors. Mean differences showed significantly lower economic hardship for youth on 504 plans, youth with autism, and for White non-Hispanic youth; whereas there was significantly greater hardship for youth with intellectual disability and youth with emotional disturbance and among youth of color. The implications of the replicated and expanded findings for adolescents with and without disabilities are discussed.

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“…Findings based on secondary analysis of NLTS 2012 indicate that the self-determination characteristics of ELs with disabilities differed significantly from those of other students (Newman et al, 2021). On average, ELs with disabilities reported lower levels of empowerment, autonomy, and to a lesser extent, self-realization than other students, including their peers with disabilities, as well as non-EL and EL students in the general population.…”

mentioning

confidence: 99%

Effect of Self-Determination on Postsecondary Enrollment of English Learners With Disabilities

Newman

Trainor

Javitz

2022

Remedial and Special Education

Self Cite

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We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher autonomy scores were more likely to enroll in 2-year colleges, and those with higher empowerment scores were more likely to enroll in 4-year colleges. However, prior research found that English learners with disabilities are less likely to act autonomously or report empowerment-related behaviors than other students with disabilities or students in the general population. Considering the increasing importance of postsecondary education, the current study’s findings demonstrate the importance of promoting both the self-determined behaviors of this dually identified population of students and the learning environment supports that facilitate the practice of self-determination.

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National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

Cited by 5 publications

References 29 publications

College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012

College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012

Revisiting Economic Hardship in a National Sample of Adolescents With and Without Disabilities: A Conceptual Replication

Effect of Self-Determination on Postsecondary Enrollment of English Learners With Disabilities

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