The role of gender, race/ethnicity, and disability status on the relationship between student perceptions of school and family support and self-determination

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school and family support was positively related to self-determination. Disability group and gender were significant contributors to level of self-determination of students whereas age and race/ethnicity were not. Implications for practice include a discussion of ways in which schools can provide collaborative opportunities for the development of self-determination that are sensitive to individual youth differences.

Original languageEnglish (US)
Pages (from-to)113-122
Number of pages10
JournalCareer Development and Transition for Exceptional Individuals
Volume40
Issue number2
DOIs
StatePublished - 2017

Keywords

  • Disabilities
  • Family involvement
  • High incidence
  • Planning
  • Self-determination
  • Student-focused

ASJC Scopus subject areas

  • Organizational Behavior and Human Resource Management
  • Education

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