Self-Determination in Social Context: A Social Cognitive Approach
Main Article Content
Keywords
self-determination, transition, culture
Abstract
There is growing support for situating understandings of self-determination for students with disabilities in social and cultural contexts. However, exploration and expansion of theory is needed to illuminate the complexities of self-determination in the process of academic and career development, particularly for students from culturally diverse backgrounds. In an attempt to create this understanding we propose the use of social cognitive career theory because this theory of career and academic development accounts for both personal background and identity variables (e.g., disability, gender, and culture) and intrapersonal cognitive variables (e.g., coping-efficacy, self-efficacy) (Lent, Brown, & Hackett, 1994). Whereas self-determination theory in special education is primarily concerned with cognitive variables.
References
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deFur, S. H. (2003). IEP transition planning—from compliance to quality. Exceptionality, 11(2), pp. 115-128. Retrieved from http://library.uwb.edu
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Dutta, A., Kang, H. J., Kaya, C., Benton, S. F., Sharp, S. E., Chan, F., & Kundu, M. (2015). Social-Cognitive Career Theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis. Journal of Vocational Rehabilitation, 43(2), pp. 159-167. doi: 10.3233/JVR-150765
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Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), pp. 301–323. doi: 10.1177/001440291007600304
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Liasidou, A. (2013). Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice. Disability & Society, 28(3), pp. 299-312. doi: 10.1080/09687599.2012.710012
Lindsay, S. (2011). Discrimination and other barriers to employment for teens and young adults with disabilities. Disability and Rehabilitation, 33(15-16), pp. 1340-1350. doi: 10.3109/09638288.2010.531372
Lindstrom, L., Kahn, L. G., & Lindsey, H. (2013). Navigating the early career years: Barriers and strategies for young adults with disabilities. Journal Of Vocational Rehabilitation, 39(1), pp. 1-12. doi:10.3233/JVR-130637
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McWhirter, E. (1997). Perceived Barriers to Education and Career: Ethnic and Gender Differences. Journal of Vocational Behavior, 50(1), pp. 124-140. doi:10.1006/jvbe.1995.1536
Morningstar, M. E., Trainor, A. A., & Murray, A. (2015). Examining outcomes associated with adult life engagement for young adults with high incidence disabilities. Journal Of Vocational Rehabilitation, 43(3), pp. 195-208. doi:10.3233/JVR-150769
Murray, C., & Pianta, R. (2007). The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. Theory Into Practice, 46(2), pp. 105-112. Retrieved from http://www.jstor.org/stable/40071476
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39(4), pp. 220-233.doi: 10.1177/00224669060390040301
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Oreopoulos, P., & Petronijevic, U. (2013). Making college worth it: A review of research on the returns to higher education (No. w19053). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w19053
Rojewski, J. W., Lee, I. H., & Gregg, N. (2014). Intermediate Work Outcomes for Adolescents with High-Incidence Disabilities. Career Development and Transition for Exceptional Individuals, 37(2), pp. 106-118. doi: 10.1177/2165143412473352
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Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups A Descriptive Review. Remedial and Special Education, 27(2), pp. 95-104. doi: 10.1177/07419325060270020701
Saleeby, P. W. (2014). The Need for Culturally Appropriate Strategies in Promoting Self-Determination Among Individuals with Disabilities. Review of Disability Studies: An International Journal, 8(1). Retrieved from http://library.uwb.edu
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), pp. 317-334. doi:10.1177/001440291107700304
Sullivan, A. L., & Bal, A. (2013). Disproportionality in special education: Effects of individual and school variables on disability risk. Exceptional Children, 79(4), pp. 475-494. doi: 10.1177/001440291307900406
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), pp. 160-181. doi: 10.1177/0885728809346960
Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), pp. 233-249. doi: 10.1177/00222194050380030501
Trainor, A. A., Lindstrom, L., Simon-Burroughs, M., Martin, J. E., & Sorrells, A. M. (2008). From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities A Position Paper of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 31(1), pp. 56-64. doi: 10.1177/0885728807313777
Trainor, A. A., Morningstar, M. E., & Murray, A. (2015). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disability Quarterly, 39(2), pp. 113-124. doi: 10.1177/0731948715607348
U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database. Retrieved September 25, 2015, from http://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc
U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2014 (NCES 2016-006), Chapter 2. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=59
Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), pp. 89-106. doi:10.1177/001440291107800106
Wei, X., Lenz, K. B., & Blackorby, J. (2012). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), pp. 154-165. doi 10.1177/0741932512448253
Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2010). Disability studies in education: The need for a plurality of perspectives on disability. Remedial and Special Education, 32(4), pp. 267-278. doi: 10.1177/0741932510362200
Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research & Evaluation, 18(6), pp. 1-13. Retrived from http://pareonline.net/getvn.asp?v=18&n=6
Byrne, B. (2001). Structural equation modeling with AMOS. Matwah, NJ: Lawrence Erlbaum Associates.
Cobb, R. B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilites: A systematic review. Career Development for Exceptional Individuals, 32(2), pp. 70–81. doi: 10.1177/0885728809336655
Cronbach, L.J., (1951). "Coefficient alpha and the internal structure of tests". Psychometrika, 16(3), pp. 297–334. doi:10.1007/bf02310555.
deFur, S. H. (2003). IEP transition planning—from compliance to quality. Exceptionality, 11(2), pp. 115-128. Retrieved from http://library.uwb.edu
Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. [DX Reader version]. Retrieved from http://site.ebrary.com.offcampus.lib.washington.edu/lib/uwash/detail.action?docID=10032383
Dutta, A., Kang, H. J., Kaya, C., Benton, S. F., Sharp, S. E., Chan, F., & Kundu, M. (2015). Social-Cognitive Career Theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis. Journal of Vocational Rehabilitation, 43(2), pp. 159-167. doi: 10.3233/JVR-150765
Fabian, E. (2007). Urban youth with disabilities: Factors affecting transition employment. Rehabilitation Counseling Bulletin, 50(3), pp. 130-138. doi 10.1177/00343552070500030101
Field, S.,Martin, J.,Miller, R.,Ward,M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston,VA: Council for Exceptional Children.
Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), pp. 301–323. doi: 10.1177/001440291007600304
Gage, N. A., Lierheimer, K. S., & Goran, L. G. (2012). Characteristics of students with high-incidence disabilities broadly defined. Journal of Disability Policy Studies, 23(3), pp. 168-178. doi: 10.1177/1044207311425385
Gleeson, B. J. (1997). Disability studies: A historical materialist view. Disability & Society, 12(2), pp. 179-202. doi: 10.1080/09687599727326
Hallahan, D. P., & Kauffman, J. M. (1977). Labels, categories, behaviors: ED, LD, and EMR reconsidered. The Journal of Special Education, 11(2), pp. 139–149. doi: 10.1177/002246697701100202
Halpern, A. (1994). The Transition of Youth with Disabilities to Adult Life: A Position Statement of the Division on Career Development and Transition, The Council for Exceptional Children. Career Development for Exceptional Individuals, 17(2), pp. 115-124. Retrieved form http://eric.ed.gov/?id=EJ497593
Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108–446, 20 U.S.C. §§ 1400 et seq.
Landmark, L. J., & Zhang, D. (2012). Compliance and practices in transition planning: A review of individualized education program documents. Remedial and Special Education, 34(2), pp. 113-125. doi 10.1177/0741932511431831
Leake, D. (2012). Self-Determination Requires Social Capital, Not Just Skills and Knowledge. Review of Disability Studies: An International Journal, 8(1). Retrieved from http://library.uwb.edu
Leake. D., & Skouge, J. (2012). Introduction to the Special Issue: “Self-Determination” as a Social Construct: Cross-cultural Considerations. Review of Disability Studies: An International Journal, 8(1). Retrieved from http://library.uwb.edu
Leake, D., & Boone, R. (2007). Multicultural perspectives on self-determination from youth, parent, and teacher focus groups. Career Development for Exceptional Individuals, 30(2), pp. 104-115. doi: 10.1177/08857288070300020101
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), pp. 79-122. Retrieved from http://dx.doi.org.offcampus.lib.washington.edu/10.1006/jvbe.1994.1027
Lent, R. W., Brown, S. D., & Hackett, G. (1999). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), pp. 36-49. doi:10.1037/0022-0167.47.1.36
Liasidou, A. (2013). Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice. Disability & Society, 28(3), pp. 299-312. doi: 10.1080/09687599.2012.710012
Lindsay, S. (2011). Discrimination and other barriers to employment for teens and young adults with disabilities. Disability and Rehabilitation, 33(15-16), pp. 1340-1350. doi: 10.3109/09638288.2010.531372
Lindstrom, L., Kahn, L. G., & Lindsey, H. (2013). Navigating the early career years: Barriers and strategies for young adults with disabilities. Journal Of Vocational Rehabilitation, 39(1), pp. 1-12. doi:10.3233/JVR-130637
Luzzo, D. A. and McWhirter, E. H. (2001). Sex and Ethnic Differences in the Perception of Educational and Career-Related Barriers and Levels of Coping Efficacy. Journal of Counseling & Development, 79(1), pp. 61–67. doi:10.1002/j.1556-6676.2001.tb01944.x
McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). Are we moving toward educating students with disabilities in less restrictive settings?. The Journal of Special Education, 46, 131-140. doi: 10.1177/0022466910376670
McWhirter, E. (1997). Perceived Barriers to Education and Career: Ethnic and Gender Differences. Journal of Vocational Behavior, 50(1), pp. 124-140. doi:10.1006/jvbe.1995.1536
Morningstar, M. E., Trainor, A. A., & Murray, A. (2015). Examining outcomes associated with adult life engagement for young adults with high incidence disabilities. Journal Of Vocational Rehabilitation, 43(3), pp. 195-208. doi:10.3233/JVR-150769
Murray, C., & Pianta, R. (2007). The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. Theory Into Practice, 46(2), pp. 105-112. Retrieved from http://www.jstor.org/stable/40071476
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39(4), pp. 220-233.doi: 10.1177/00224669060390040301
National Technical Assistance Center on Transition. (2016). Indicator 13. Retrieved from: http://transitionta.org/transitionplanning
Oreopoulos, P., & Petronijevic, U. (2013). Making college worth it: A review of research on the returns to higher education (No. w19053). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w19053
Rojewski, J. W., Lee, I. H., & Gregg, N. (2014). Intermediate Work Outcomes for Adolescents with High-Incidence Disabilities. Career Development and Transition for Exceptional Individuals, 37(2), pp. 106-118. doi: 10.1177/2165143412473352
Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioral functioning of students with high-incidence disabilities: A cross-categorical meta-analysis. Exceptional Children, 72(1), pp. 47-63. doi: 10.1177/001440290507200103
Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups A Descriptive Review. Remedial and Special Education, 27(2), pp. 95-104. doi: 10.1177/07419325060270020701
Saleeby, P. W. (2014). The Need for Culturally Appropriate Strategies in Promoting Self-Determination Among Individuals with Disabilities. Review of Disability Studies: An International Journal, 8(1). Retrieved from http://library.uwb.edu
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), pp. 317-334. doi:10.1177/001440291107700304
Sullivan, A. L., & Bal, A. (2013). Disproportionality in special education: Effects of individual and school variables on disability risk. Exceptional Children, 79(4), pp. 475-494. doi: 10.1177/001440291307900406
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), pp. 160-181. doi: 10.1177/0885728809346960
Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), pp. 233-249. doi: 10.1177/00222194050380030501
Trainor, A. A., Lindstrom, L., Simon-Burroughs, M., Martin, J. E., & Sorrells, A. M. (2008). From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities A Position Paper of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 31(1), pp. 56-64. doi: 10.1177/0885728807313777
Trainor, A. A., Morningstar, M. E., & Murray, A. (2015). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disability Quarterly, 39(2), pp. 113-124. doi: 10.1177/0731948715607348
U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database. Retrieved September 25, 2015, from http://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc
U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2014 (NCES 2016-006), Chapter 2. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=59
Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), pp. 89-106. doi:10.1177/001440291107800106
Wei, X., Lenz, K. B., & Blackorby, J. (2012). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), pp. 154-165. doi 10.1177/0741932512448253