NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138895
Record Type: Journal
Publication Date: 2017-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2165-1434
The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship between Student Perceptions of School and Family Support and Self-Determination
Cavendish, Wendy
Career Development and Transition for Exceptional Individuals, v40 n2 p113-122 May 2017
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Family Environment Scale
Grant or Contract Numbers: N/A