Tag Archives: Self-Determination

Self-Determination Skills and Student Persistence

— by on — Leave a reply

Getzel, E.E., & Thoma, C.A. (2008). Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings. Career Development for Exceptional Individuals, 31(2), 77-84.

Summary:

The authors in the article “Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings” (Getzel & Thoma, 2008), explore the impact that self-determination skills have on students with disabilities in higher education. In the article, self-determination is defined as “being able to advocate for what you need, understanding your disability and how it impacts your learning, having self-confidence, being independent, and adjusting your schedule to make sure things get done” (p. 79).

Participants:

Participants were chosen to be part a focus group, based on whether they were currently receiving disability support services, and were identified by the disability support services (DSS) office, as having self-determination skills. Researchers were intentional in selecting participants who had already demonstrated these skills, as they wanted to ensure their skills were somewhat similar to one another.

In the sample, there were 34 students total. Their ages ranged from 18 to 48 years. There were 18 females and 16 males. Participants came from various, although limited cultural backgrounds, with 21 Caucasian, 12 African American and 1 Asian. The disability groups represented in the sample, included 2 visually impaired, 8 orthopedic disability, 13 other health impaired, and 2 emotional disturbances.

Focus groups were organized at six different locations across Virginia. Three were community colleges and three were colleges or universities (2- and 4-Year).

Testing:

Researchers used a semi-structured interview process, and focus group assignments. Focus groups were chosen due to the small group size, which allowed for a more personal, social and intimate experience. In addition, focus groups allow the researchers more flexibility to address issues as they arise. Demographic information was also collected and a summary was developed.

As part of the testing process, participants were asked two primary questions. They were,

  1. “What do you think an effective advocate does to ensure he or she stays in school and gets the support needed” (p.80)?
  2. “What advocacy or self-determination skills do you think are absolutely essential to staying in college and getting the supports you need” (p.81)?

Results:

Data analyses were performed on the notes provided by the scribes. Results of the study indicate that participants feel self-determination skills were critical to their success in transitioning into a higher education setting.

The results of question number 1 above indicated that “focus group participants clearly identified self-determination as important to their success in postsecondary education” (p. 80). Reasons given for their decisions were primarily based on participants not self-identifying their disability, or advocating for themselves, failing, and then requesting the support services that they need.

The areas identified as most critical with regards to question number 1 were as follows:

Problem solving – Defined as the ability to think about and solve a problem, prioritizing ones time, and focusing on and achieving success.

Self-awareness – Defined as learning about oneself, developing core competency skills, increasing self-understanding, and self-determination. It’s important to note that learning of one’s disability was particularly important.

Goal setting – Participants reported the importance of setting realistic short- and long-term goals as a critical part of their success.

Self-Management – Defined as one’s ability to organize and plan ahead. In the context of disability services, self-management was particularly important for scheduling classes, allowing time for studying and completing assignments, and planning ahead on assignments that may take longer to complete.

The results of questions number 2 above indicate that participants felt strongly that it was important for “(a) seeking services from the DSS office and college services available to all students; (b) forming relationships with professors and instructors; (c) developing support systems on campus with friends, support groups, and the DSS office; and (d) gaining a self-awareness and understanding of themselves to persevere” (p. 81).

The areas identified as most critical with regards to question number 2 were as follows:

Seeking services on campus – Participants emphasized the importance of academic support services and resources on campus. Of particular note was the DSS office, writing center, math lab, and participation in study sessions.

Developing support systems on campus – Developing friendship and peer networks, seeking out other support staff, and participating in student groups, support groups, and other social networks.

Forming Relationships with Professors and Instructors – Defined as developing critical relationships with professors, meeting with professors on a regular basis, and actively seeking help from professors.

Self-awareness – In the context of question number 2, participants discussed the importance of developing critical skills and behaviors, being aware of their strengths, as well as their limitations, and focusing on their success.

Limitations / Recommendations:

There were a number of limitations with this study, including, limited sample size, limited ethnic diversity, and limited disability diversity. Additionally, participants were identified by DSS staff who believed participants already possessed self-determination skills, so selection was, in part, subjective to the biases of DSS staff. As with any focus group interview process, the authors also note that bias may also be inherent in that participants may report what they feel the interviewer wants to hear, and not necessarily what they truly feel.

Application to my own Action Research / Discussion:

Over the past few weeks, I have struggled with the idea of mentoring in higher education. Mentoring is not new to higher education, which makes the application, as part of original research, more challenging. However, the idea of looking at self-determination as a skill, and students applying self-determination as a learning outcome, has helped narrow the construct of what the mentoring program might look like.

Access, excellence and impact are critical ideals to student success. As a guide, they help frame the work that we do, as well as the high expectations of the academic standard we hold students accountable to. In looking ahead to applying my action research in my community of practice, I want to be mindful of the impact that self-determination skills can have on all students, but particularly students with disabilities.

References

Getzel, E.E., & Thoma, C.A. (2008). Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings. Career Development for Exceptional Individuals, 31(2), 77-84.

 

Generational Language Gaps

— by on — Leave a reply

In the article The Editor’s Introduction of Indigenous Epistemologies and Education – Self-Determination, Anthropology and Human Rights McCarthy (2005) opens the hearts and minds of readers by asking three questions that focus on indigenous epistemologies, anthropology and human rights. Although all three questions the editor opened up the article with are engaging, the one that resonated with me was the first question, “What does self-determination mean for the world’s 300 million Indigenous peoples?” (McCarthy, 2005). The editors collaborated with other scholars to dig deeper into these questions throughout the article.

The editors assert, “Indigenous languages (like minority languages) are increasingly threatened by the forces of globalization-culture, economic, and political forces that work to standardize and homogenize, even as the stratify and marginalize (McCarthy, 2005, p. 2). I felt a deep connection to this part of the article. Both my parents grew up speaking only Spanish in their homes and in their communities. However, when they started elementary school Spanish was not an accepted form of communication. My mom tells the story of how she ran home during recess on the first day of school because they told her, “No Spanish, English only.” She was frightened and knew her language and culture was not embraced in her new school community.

The editors remind us how many languages are spoken only by paternal and grandparental generations. This is true of my family. After my parents experienced difficulties in school due to being second language learners, they chose not to teach my brother and I Spanish. The language stopped in my generation because they saw it as a deficit. The article illustrates how language identifies people, “who we are, where we came from, and where we are going; our family, territory and culture” (McCarthy, 2005, p. 2). Because the language stopped in my generation, I felt a disconnect with my grandparents and parents in relation to who we are, where we came from and where we are going because we did not speak the same language. As a child, I remember sitting with cousins at family gatherings listening to the adults speak in Spanish and tell stories of their childhood, which brought laughter and tears. I remember one time asking for them to tell me the story in English and they did. However, I didn’t find it funny, they said that it wasn’t the same in English because they couldn’t find the right “English words” to appropriately and fully share the story. McCarthy (2005) explains that shifting toward English represents shifting away from Indigenous (p. 3).

In the article, McCarthy (2005) describes four different attempts to incorporate linguistic and cultural content into elementary and high schools. One scholar discusses the importance of both curricular and structural changes in education. Scholar, Mary Hermes, advocates for “cultural incorporation through immersion teaching in the Native language to both strengthen endangered languages and propel the culture-based curriculum movement far beyond superficially adding fragmented pieces of cultural knowledge onto the existing structure” (McCarthy, 2005, p.3). I believe researching the impact of self-determination is worthwhile and positively contributes to the field of education.

Reference

McCarthy, T. L. (2005). Indigenous epistemologies and education–self-determination, anthropology, and human rights. Anthropology and Education Quarterly, (36)1, 1-7.