The Relationship Between Self-Determination and High School Graduation for Youth With and Without Disabilities in Foster Care

• In Event: Inclusive Learning, Working, and Socializing Beyond Postsecondary Education

Abstract

Given the limited research with youth with disabilities in foster care and the dire need to improve outcomes for these multiply marginalized youth, this study’s purpose was to examine the role of domains of self-determination on the likelihood of high school graduation for 37 high school youth in foster care. Students with disabilities were 11 times less likely to be on track for graduation. Interpersonal cognitive problem solving (a subdomain of the Arc Self-determination Scale) significantly predicted whether youth were on track for graduation. We discuss implications for practice focused on the development of problem solving skills.

Authors

• Wendy Morrison-Cavendish, University of Miami
  Presenting Author

• Nastasia Schreiner, University of Miami
  Presenting Author

• Deborah A. Perez, University of Miami
  Presenting Author