Parental Expectations of Postsecondary Outcomes for Diverse Students with Learning Disabilities: A Funds of Knowledge and Social Capital Approach to Transition Planning

Autor/inn/en	Juarez, Sara Werner; Chaparro, Gabriel; Rios-Aguilar, Cecilia; Guarneros, Nancy
Titel	Parental Expectations of Postsecondary Outcomes for Diverse Students with Learning Disabilities: A Funds of Knowledge and Social Capital Approach to Transition Planning
Quelle	In: Journal of Latinos and Education, 22 (2023) 1, S.41-56 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1689136
Schlagwörter	Students with Disabilities; Learning Disabilities; Parent Attitudes; Expectation; Postsecondary Education; Student Diversity; Minority Group Students; Social Capital; Goal Orientation; Cultural Capital; Barriers; Federal Legislation; Educational Legislation; Equal Education; High School Students; Hispanic American Students; Resources; Ideology; Individualized Transition Plans; Activities; Parent Participation; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Elternverhalten; Expectancy; Erwartung; Post-secondary education; Tertiäre Bildung; Sozialkapital; Zielorientierung; Zielvorstellung; Bundesrecht; Bildungsrecht; Schulgesetz; High school; High schools; Oberschule; Hispanic; Hispanic Americans; Hispanoamerikaner; Betriebsmittel; Hilfsmittel; Ideologie; Elternmitwirkung; Kalifornien
Abstract	Culturally and linguistically diverse (CLD) students with learning disabilities (LD) are persistently underrepresented in higher education and demonstrate lower postsecondary outcomes than non-minority peers. The purpose of this study was to examine the relationships between funds of knowledge, social capital, parental expectations, and goals established in a sample of individualized transition plans. Findings indicate that parents of CLD children with LD have high educational expectations and philosophies. Yet, goals established in students' transition plans do not reflect these expectations. There was also a connection between high expectations and those who build capital through support groups. Limitations and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01