Multicultural Perspectives on Self-Determination From Youth, Parent, and Teacher Focus Groups

Abstract

Numerous curricula and programs have been developed to foster the self-determination of youth with disabilities. Virtually all are rooted in mainstream U.S. values, leading to questions of their relevance and efficacy for culturally and linguistically diverse (CLD) youth who hold different values. To help fill a research gap on cultural influences on self-determination, a focus group methodology was used to explore the perceptions of a diverse range of youth with emotional and/or behavioral disorders, parents, and teachers, totaling 122 participants in Hawaii and Washington, DC. Transcript analysis identified a variety of cultural themes. However, individual variability within ethnic groups underlines the need to adhere to the principle of individualization when promoting self-determination.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 58 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.