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

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.