Self-Determination and Access to Postsecondary Education in Transitioning Youths Receiving Supplemental Security Income Benefits

Abstract

Using data from the National Longitudinal Transition Study–2, this article examines the relationships among three of Wehmeyer’s components of self-determination (autonomy, empowerment, and self-realization) and subsequent reported access to postsecondary education in transitioning youths receiving Supplemental Security Income benefits. Results of logistic regression methods indicated that higher levels of empowerment and autonomy were associated with a higher likelihood of participation in 2-year and 4-year colleges. No such associations were observed for participation in vocational and technical postsecondary programs. Implications for educators are discussed.

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