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.
Original language | English (US) |
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Pages (from-to) | 152-162 |
Number of pages | 11 |
Journal | Career Development for Exceptional Individuals |
Volume | 36 |
Issue number | 3 |
DOIs | |
State | Published - Dec 1 2013 |
Keywords
- disability
- ethnicity
- family environments
- gender
- self-determination
- transition
ASJC Scopus subject areas
- Education
- Organizational Behavior and Human Resource Management