Fostering Self-Determination in Culturally and Linguistically Diverse Youth

• In Event: Exploring Possibilities: Effective Educational Approaches to Improve Outcomes for Marginalized Youth From Birth to Adulthood

Abstract

There is a wealth of research on self-determination; however, research specific to self-determination and the impact on outcomes for culturally and linguistically diverse (CLD) youth with disabilities is limited. This has implications for the field of education and society as a whole, considering that the U.S. population and K-12 student population are becoming increasingly diverse (U.S. Census Bureau, 2010). Self-determination is defined as a concept that
enables individuals to have the freedom to make positive decisions which impact their life and future (Carter, 2010; Leake & Boone, 2007; Trainor, 2005). Scholars assert that self-determination may be defined and experienced differently by families of CLD youth, depending on students’ cultural background (Garraway & Robinson, 2017; Leake & Boone, 2007; Shogren, 2011; Trainor, 2005; Zhang, 2005). Furthermore, in some CLD families, asserting self-determination skills can be viewed as disrespectful, which may hinder the acquisition of these skills for CLD youth (Leake & Boone, 2007; Trainor, 2005).

Scholars agree that improving self-determination skills is critical and a necessity for positive post-high school outcomes (Avoke & Simon-Burroughs, 2007; Benz, Lindstrom & Yovanoff, 2000; Garraway & Robinson, 2017; Morningstar & Mazotti, 2014). Skills and attributes associated with self-determination include problem-solving, assertiveness, independence, self-advocacy and goal setting. Although self-determination skills are advantageous to all students, CLD youth encounter particular obstacles in attaining self- determination (Leake & Black, 2005; Trainor, 2005; Zhang & Benz, 2006) and experience less favorable post-school outcomes than White students with disabilities (Sabbatino and Macrine, 2007). For example, employment rates, wages and rates of enrollment in higher education settings are higher for White students with disabilities than for CLD youth with disabilities (Sabbatino & Macrine, 2007; Kim & Morningstar, 2005).

Building the capacity of CLD youth by promoting self-determination is critical and undeniably the responsibility of all invested stakeholders. Educators can support the development of self-determination skills by considering self-determination from a cultural context, respecting the strengths of students and families, and providing opportunities and access to quality instruction and resources. Educators, together with CLD families, can work collaboratively to promote the acquisition and use of self-determination skills and guide youth towards a positive future. When CLD students are better prepared for college and career, they are more likely to meet their goals and fulfill their dreams. dreams. This panel participant will provide a comparative analysis of scholarly research from the fields of special education, culturally responsive teaching and transition services. Evidence-based practices key to developing and fostering self-determination in CLD youth and recommendations for improving post-high school outcomes will be shared.

Author

• Consuela Robinson, Prince George's County Public Schools