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\nCareer Development and Transition for Exceptional Individuals  \n2014, Vol. 37(3) 168–176  \n© Hammill Institute on Disabilities 2013 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143413486927](DOI: 10.1177/2165143413486927)[ ](DOI: 10.1177/2165143413486927)[cdtei.sagepub.com](cdtei.sagepub.com)  \nKarrie A. Shogren, PhD 1, William Kennedy, MA2, Chantelle Dowsett, PhD2, Mauricio Garnier Villarreal, MA2, and Todd D. Little, PhD2  \nAbstract  \nThis study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment—directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed.  \nKeywords  \nself-determination, culture, NLTS2  \nDespite the attention directed to the importance of promoting self-determination in the field of special education and the emergence of research-based practices to teach the skills associated with self-determination (Algozzine, Browder, Karvonen, Test, & Wood, 2001; Cobb, Lehmann, NewmanGonchar, & Alwell, 2009; Test et al., 2009), significant questions remain about the applicability of the self-determination construct to diverse youth with disabilities (Leake & Boone, 2007; Trainor, 2002) . The influence of culture on selfdetermined behavior has begun to receive more attention in the literature (Shogren, 2011) . Each student’s personal culture is influenced by a number offactors, including gender, disability, race/ethnicity, language, and socioeconomic status (Trainor, Lindstrom, Simon-Burroughs, Martin, & Sorrells, 2008) . Each of these factors has the potential to affect the manner in which students’ express self-determined behavior, which has relevance for the design and implementation of self-determination interventions. For example, Shogren (2011) reviewed published studies on the relation between culture and self-determination. Ten empirical, theoretical, and review articles were identified that explored the application of self-determination to diverse cultures, including Diné (Navajo), Korean, and Japanese cultures as well as culturally and linguistically diverse youth within the United States. Across the articles, there  \nwas consensus that self-determination, as a construct, had relevance across diverse cultural contexts but the way selfdetermination behavior was operationalized may vary. For example, researchers suggested Diné (Navajo), Korean, and Japanese cultures may be more likely to focus on familial goals rather than individual goals.  \nOne aspect of culture that has been directly explored by a small number of researchers is the influence of race/ ethnicity on self-determination in youth within the United States. For example, Trainor (2005) interviewed European American, African American, and Hispanic youth with learning disabilities about their experiences with selfdetermination. She suggested there were “hints that participants with varying cultural identities perceive and experience self-determination differently, but these differenc","cbCaiqaHfu2yh30G","https://ap.wps.com/l/cbCaiqaHfu2yh30G","pdf",519218,"English","# Abstract\n# Keywords\n# Background: self-determination and cultural influence\n# Study purpose and research questions\n# NLTS2 and self-determination","[{\"question\":\"Which self-determination characteristics does the study focus on?\",\"answer\":\"The study focuses on autonomy, self-realization, and psychological empowerment as three of the four essential characteristics assessed in NLTS2.\"},{\"question\":\"How does the study investigate race/ethnicity?\",\"answer\":\"Race/ethnicity is examined by comparing disability groups defined in earlier research using data from the NLTS2 assessment of self-determination.\"},{\"question\":\"What do the findings suggest about differences across groups?\",\"answer\":\"Measurement equivalence was established, but significant differences in latent means, variances, and covariances indicate a complex pattern of race/ethnicity differences within disability groups.\"}]","Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data From NLTS2 | PDF",1792085373,23]