Parent Practices in Facilitating Self-Determination Skills: The Influences of Culture, Socioeconomic Status, and Children's Special Education Status

Autor/in	Zhang, Dalun
Titel	Parent Practices in Facilitating Self-Determination Skills: The Influences of Culture, Socioeconomic Status, and Children's Special Education Status
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 30 (2005) 3, S.154-162 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	African American Children; Special Education; Socioeconomic Status; Attitudes toward Disabilities; Self Determination; Surveys; Whites; Asian Americans; Parenting Styles; Immigrants; Educational Attainment; Higher Education; Decision Making; Student Interests; Cultural Differences; Parent Attitudes + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Socio-economic status; Sozioökonomischer Status; Selbstbestimmung; Survey; Umfrage; Befragung; White; Weißer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Decision-making; Entscheidungsfindung; Studieninteresse; Kultureller Unterschied; Elternverhalten
Abstract	This survey study investigated the influences of culture, socioeconomic status, and children's special education status on parents' engagement in fostering self-determination behaviors. Major findings included (a) children from Caucasian families were more involved in personal independence activities than Asian and African American children; (b) Asian and immigrant parents did not believe in exercising parental authority or emphasize family priorities as expected; and (c) parents with college degrees gave their children more opportunities to express their interests, make daily decisions that have important impacts on their life, and set personal goals than parents without college degrees. Similarly, parents of higher-income families were more likely to engage in practices that fostered their children's self determination skills. Parents of students with disabilities, however, were less likely to engage in these practices. The implications of these findings are discussed. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10