Self-Determination Requires Social Capital, Not Just Skills and Knowledge
Main Article Content
Keywords
social capital, individualism, collectivism
Abstract
Curricula and programs designed to support students with disabilities to gain greater self-determination are typically rooted in individualistic values stressing independence and self-reliance. However, it can be cogently argued that the collectivistic value of interdependence is actually essential for self-determination in all cultures because interdependent social relationships yield the social capital that most people need to achieve their self-determined goals. Interdependent relationships should therefore be given greater weight and attention in self-determination theory and practice.
References
Abery, B. H., & Stancliffe, R. J. (2003). A tripartite ecological theory of self-determination. In M. L. Wehmeyer, B. H. Abery, D. E. Mithaug, & R. J. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 43-78). Springfield, IL: Charles C. Thomas.
Bates, P., & Davis, F. A. (2004). Social capital, social inclusion and services for people with learning disabilities. Disability & Society, 19(3), 195-207.
Browder, D. M., Wood, W. M., Test, D. W., Karvonen, M., Algozzine, B. (2001). Reviewing resources on self-determination: A map for teachers. Remedial and Special Education, 22(4), 233-255.
Bui, Y. N., & Turnbull, A. (2003). East meets West: Analysis of person-centered planning in the context of Asian American values. Education and Training in Developmental Disabilities, 38(1), 18-31.
Carstensen, L. L. (1992). Social and emotional patterns in adulthood: Support for socioemotional selectivity theory. Psychology & Aging, 7(3), 331-338.
Cocks, E. (2007). Can the concept of social capital contribute to disability policies and practices? Interaction, 20(4), 28-35.
Condeluci, A., Ledbetter, M. V., Ortman, D., Fromknecht, J., & DeFries, M. (2008). Social capital: A view from the field. Journal of Vocational Rehabilitation, 29(3), 133–139.
Cook, C., Gresham, F., Kern, L., Barreras, R., Thornton, S., & Crews, D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16(3), 131-144.
Cotton, P., Goodall, S., Bauer, J., Klein, J., Covert, S., & Nisbet, J. (1992). Moving from school to adulthood: The role of circles of support in the transition process. Durham, NH: University of New Hampshire, Institute on Disability.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
Flaherty, P. (2008). Social capital and its relevance in brain injury rehabilitation services. Journal of Vocational Rehabilitation 29(3), 141-146.
Greene, G., & Nefsky, P. (1999). Transition for culturally and linguistically diverse youth with disabilities: Closing the Gaps. Multiple Voices for Ethnically Diverse Exceptional Learners, 3(1), 15–24.
Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331–344.
Groysberg, B., Lee, L. E., & Abrahams, R. (2009). The myth of the lone star: Why one top performer may not shine as brightly as you hope. The Wall Street Journal, March 23, R4. Retrieved October 6, 2009 from: http://online.wsj.com/article/SB123740508141175095.html
Groysberg, B., Lee, L. E., & Nanda, A. (2008). Can they take it with them? The portability of star knowledge workers’ performance. Management Science, 54(7), 1213-1230.
Kahn, R. L., & Antonucci, T. C. (1980). Convoys over the life course: Attachment, roles, and social support. In P. B. Baltes & O. G. Brim (Eds.), Life-Span Development and Behavior: Volume 3 (pp. 253-286). New York: Academic Press.
Kanazawa, S., & Savage, J. (2009). An evolutionary psychological perspective on social capital. Journal of Economic Psychology, 30(6), 873-883. Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71(1), 23-41.
Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71(1), 23-41.
Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective processes in the construction of the self: Self-enhancement in the United States and self-criticism in Japan. Journal of Personality and Social Psychology, 72(6), 1245-1267.
Leake, D. W., & Black, R. S. (2005a). Cultural and linguistic diversity: Implications for transition personnel (Essential Tools Monograph Series). Minneapolis, MN: National Center for Secondary Education and Transition.
Leake, D. W., & Black, R. S. (2005b). Implications of individualism and collectivism for the transition of youth with significant disabilities. TASH Connections, Nov-Dec, 12-16.
Leake, D. W., & Boone, R. (2007). Multicultural perspectives on self-determination from youth, parent, and teacher focus groups. Career Development for Exceptional Individuals, 30(2), 104-115.
Luft, P. (2001). Multicultural competence in transition planning processes. In R. W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 120–160). Upper Saddle River, NJ: Merrill Prentice Hall.
Mithaug, D. E. (1996). The Optimal Prospects Principle: A theoretical basis for rethinking instructional practices for self-determination. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 147-165). Baltimore, MD: Paul H. Brookes.
Mount, B. (1997). Person-centered planning: Finding directions for change using personal futures planning. New York, NY: Graphic Futures.
Parris, A. N., & Granger, T. A. (2008). The power and relativity of social capital. Journal of Vocational Rehabilitation, 29(3), 165-171.
Potts, B. (2005). Disability and employment: Considering the importance of social capital. Journal of Rehabilitation, 71(3), 20-25.
Quinn, M. M., Kavale, K .A., Mathur, S. R., Rutherford , R. B., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64.
Rainforth, B., York, J., & Macdonald, C. (1997). Collaborative teams for students with severe disabilities: Integrating therapy and educational services (2nd ed.). Baltimore, MD: Paul H. Brookes.
Schalock. R. L., Verdugo, M. A., Bonham, G. S., Fantova, F., & Van Loon, J. (2008). Enhancing personal outcomes: Organizational strategies, guidelines, and examples. Journal of Policy and Practice in Intellectual Disabilities, 5(4), 276-285.
Sprague, J., & Hayes, J. (2000). Self-determination and empowerment: A feminist standpoint analysis of talk about disability. American Journal of Community Psychology, 28(5), 671-695.
Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233-249.
Triandis, H. C. (1995). Individualism and collectivism. San Francisco, CA: Westview Press.
Turnbull, A. P., Blue-Banning, M. J., Anderson, E. L., Seaton, K. A., Turnbull, H. R., & Dinas, P. A. (1996). Enhancing self-determination through Group Action Planning: A holistic emphasis. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the lifespan: Theory and practice (pp. 237-257). Baltimore, MD: Paul H. Brookes.
U.S. Census Bureau (2008). An older and more diverse nation by mid-century. US Census Bureau News. August 14. Washington, DC: US Department of Commerce. Retrieved from: http://www.census.gov/Press-Release/www/releases/archives/population/012496.html
Ward, M. J. & Kohler, P. D. (1996). Promoting self-determination for individuals with disabilities: Content and process. In L. E. Powers, G. H. S. Singer, & J. Sowers (Eds.), Making our way: Building self-competence among children with disabilities. Baltimore, MD: Paul H. Brookes.
Wehman, P., & Moon, S. (1988). Vocational rehabilitation and supported employment. Baltimore, MD: Paul H. Brookes.
Wehmeyer, M. L., Abery, B. H., Mithaug, D. E., & Stancliffe, R. J. (Eds.) (2003). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C. Thomas.
White, A. M., & Groves, M. A. (1997). Interdependence and the aged stereotype. Australian Journal on Ageing, 16, 83-89.
Whitley, R., & McKenzie, K. (2005). Social capital and psychiatry: Review of the literature. Harvard Review of Psychiatry, 13, 71-84.
Wilder, L. K., Ashbaker, B. Y., Obiakor, F. E., & Rotz, E. J. (2006).
Building multicultural transitions for ethnically diverse learners with disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 9(1), 22-33.
Woolcock, M. (2001). The place of social capital in understanding social and economic outcomes. Isuma Canadian Journal of Policy Research, 2(10), 11-17.
Yamauchi, L. A. (1998). Individualism, collectivism, and cultural compatibility: Implications for counselors and teachers. Journal of Humanistic Education and Development, 36(4), 189–198.
Zimmerman, R. A. (2008). Social capital and community membership. Journal of Vocational Rehabilitation, 29(3), 173-178.
Bates, P., & Davis, F. A. (2004). Social capital, social inclusion and services for people with learning disabilities. Disability & Society, 19(3), 195-207.
Browder, D. M., Wood, W. M., Test, D. W., Karvonen, M., Algozzine, B. (2001). Reviewing resources on self-determination: A map for teachers. Remedial and Special Education, 22(4), 233-255.
Bui, Y. N., & Turnbull, A. (2003). East meets West: Analysis of person-centered planning in the context of Asian American values. Education and Training in Developmental Disabilities, 38(1), 18-31.
Carstensen, L. L. (1992). Social and emotional patterns in adulthood: Support for socioemotional selectivity theory. Psychology & Aging, 7(3), 331-338.
Cocks, E. (2007). Can the concept of social capital contribute to disability policies and practices? Interaction, 20(4), 28-35.
Condeluci, A., Ledbetter, M. V., Ortman, D., Fromknecht, J., & DeFries, M. (2008). Social capital: A view from the field. Journal of Vocational Rehabilitation, 29(3), 133–139.
Cook, C., Gresham, F., Kern, L., Barreras, R., Thornton, S., & Crews, D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16(3), 131-144.
Cotton, P., Goodall, S., Bauer, J., Klein, J., Covert, S., & Nisbet, J. (1992). Moving from school to adulthood: The role of circles of support in the transition process. Durham, NH: University of New Hampshire, Institute on Disability.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
Flaherty, P. (2008). Social capital and its relevance in brain injury rehabilitation services. Journal of Vocational Rehabilitation 29(3), 141-146.
Greene, G., & Nefsky, P. (1999). Transition for culturally and linguistically diverse youth with disabilities: Closing the Gaps. Multiple Voices for Ethnically Diverse Exceptional Learners, 3(1), 15–24.
Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331–344.
Groysberg, B., Lee, L. E., & Abrahams, R. (2009). The myth of the lone star: Why one top performer may not shine as brightly as you hope. The Wall Street Journal, March 23, R4. Retrieved October 6, 2009 from: http://online.wsj.com/article/SB123740508141175095.html
Groysberg, B., Lee, L. E., & Nanda, A. (2008). Can they take it with them? The portability of star knowledge workers’ performance. Management Science, 54(7), 1213-1230.
Kahn, R. L., & Antonucci, T. C. (1980). Convoys over the life course: Attachment, roles, and social support. In P. B. Baltes & O. G. Brim (Eds.), Life-Span Development and Behavior: Volume 3 (pp. 253-286). New York: Academic Press.
Kanazawa, S., & Savage, J. (2009). An evolutionary psychological perspective on social capital. Journal of Economic Psychology, 30(6), 873-883. Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71(1), 23-41.
Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71(1), 23-41.
Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective processes in the construction of the self: Self-enhancement in the United States and self-criticism in Japan. Journal of Personality and Social Psychology, 72(6), 1245-1267.
Leake, D. W., & Black, R. S. (2005a). Cultural and linguistic diversity: Implications for transition personnel (Essential Tools Monograph Series). Minneapolis, MN: National Center for Secondary Education and Transition.
Leake, D. W., & Black, R. S. (2005b). Implications of individualism and collectivism for the transition of youth with significant disabilities. TASH Connections, Nov-Dec, 12-16.
Leake, D. W., & Boone, R. (2007). Multicultural perspectives on self-determination from youth, parent, and teacher focus groups. Career Development for Exceptional Individuals, 30(2), 104-115.
Luft, P. (2001). Multicultural competence in transition planning processes. In R. W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 120–160). Upper Saddle River, NJ: Merrill Prentice Hall.
Mithaug, D. E. (1996). The Optimal Prospects Principle: A theoretical basis for rethinking instructional practices for self-determination. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 147-165). Baltimore, MD: Paul H. Brookes.
Mount, B. (1997). Person-centered planning: Finding directions for change using personal futures planning. New York, NY: Graphic Futures.
Parris, A. N., & Granger, T. A. (2008). The power and relativity of social capital. Journal of Vocational Rehabilitation, 29(3), 165-171.
Potts, B. (2005). Disability and employment: Considering the importance of social capital. Journal of Rehabilitation, 71(3), 20-25.
Quinn, M. M., Kavale, K .A., Mathur, S. R., Rutherford , R. B., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64.
Rainforth, B., York, J., & Macdonald, C. (1997). Collaborative teams for students with severe disabilities: Integrating therapy and educational services (2nd ed.). Baltimore, MD: Paul H. Brookes.
Schalock. R. L., Verdugo, M. A., Bonham, G. S., Fantova, F., & Van Loon, J. (2008). Enhancing personal outcomes: Organizational strategies, guidelines, and examples. Journal of Policy and Practice in Intellectual Disabilities, 5(4), 276-285.
Sprague, J., & Hayes, J. (2000). Self-determination and empowerment: A feminist standpoint analysis of talk about disability. American Journal of Community Psychology, 28(5), 671-695.
Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233-249.
Triandis, H. C. (1995). Individualism and collectivism. San Francisco, CA: Westview Press.
Turnbull, A. P., Blue-Banning, M. J., Anderson, E. L., Seaton, K. A., Turnbull, H. R., & Dinas, P. A. (1996). Enhancing self-determination through Group Action Planning: A holistic emphasis. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the lifespan: Theory and practice (pp. 237-257). Baltimore, MD: Paul H. Brookes.
U.S. Census Bureau (2008). An older and more diverse nation by mid-century. US Census Bureau News. August 14. Washington, DC: US Department of Commerce. Retrieved from: http://www.census.gov/Press-Release/www/releases/archives/population/012496.html
Ward, M. J. & Kohler, P. D. (1996). Promoting self-determination for individuals with disabilities: Content and process. In L. E. Powers, G. H. S. Singer, & J. Sowers (Eds.), Making our way: Building self-competence among children with disabilities. Baltimore, MD: Paul H. Brookes.
Wehman, P., & Moon, S. (1988). Vocational rehabilitation and supported employment. Baltimore, MD: Paul H. Brookes.
Wehmeyer, M. L., Abery, B. H., Mithaug, D. E., & Stancliffe, R. J. (Eds.) (2003). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C. Thomas.
White, A. M., & Groves, M. A. (1997). Interdependence and the aged stereotype. Australian Journal on Ageing, 16, 83-89.
Whitley, R., & McKenzie, K. (2005). Social capital and psychiatry: Review of the literature. Harvard Review of Psychiatry, 13, 71-84.
Wilder, L. K., Ashbaker, B. Y., Obiakor, F. E., & Rotz, E. J. (2006).
Building multicultural transitions for ethnically diverse learners with disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 9(1), 22-33.
Woolcock, M. (2001). The place of social capital in understanding social and economic outcomes. Isuma Canadian Journal of Policy Research, 2(10), 11-17.
Yamauchi, L. A. (1998). Individualism, collectivism, and cultural compatibility: Implications for counselors and teachers. Journal of Humanistic Education and Development, 36(4), 189–198.
Zimmerman, R. A. (2008). Social capital and community membership. Journal of Vocational Rehabilitation, 29(3), 173-178.
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Oct 20, 2014
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Author Biography
David Leake, Center on Disability Studies, University of Hawaii at Manoa
David Leake obtained both a PhD in anthropology and a Masters of Public Health at the University of Hawaii at Manoa, where he has worked with the Center on Disability Studies for over 20 years. He currently directs a federally-funded project demonstrating how youth with serious emotional/behavioral disorders can be empowered to envision and achieve their desired futures.