Perspectives of Hispanic Mothers on Social Support from Key Transition Stakeholders
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| Title: | Perspectives of Hispanic Mothers on Social Support from Key Transition Stakeholders |
|---|---|
| Language: | English |
| Authors: | Kristopher Hawk Yeager (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. 2025 48(3):188-200. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Parent Participation, Mothers, Hispanic Americans, Barriers, Cooperative Planning, Transitional Programs, Parent Attitudes, Students with Disabilities, High School Students, Stakeholders, Social Support Groups, School Personnel, Professional Personnel, Family Influence, Peer Influence |
| DOI: | 10.1177/21651434241255630 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning, contributing to a sense of stress and alienation. We conducted semi-structured interviews with Hispanic mothers of high school students with disabilities (N = 10) in the southwest U.S. to better understand the way they receive or do not receive support from others involved in the transition. Our qualitative analysis resulted in six themes related to two main types of social support, action-facilitating and nurturant, which participants received from in-school professionals, out-of-school professionals, and family and friends. Findings suggest that participants received different forms of social support from key transition stakeholders, with professionals, most notably, providing limited nurturant support. We provide recommendations for transition teams to provide Hispanic mothers additional support via culturally responsive and empowering practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477149 |
| Database: | ERIC |
| Abstract: | Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning, contributing to a sense of stress and alienation. We conducted semi-structured interviews with Hispanic mothers of high school students with disabilities (N = 10) in the southwest U.S. to better understand the way they receive or do not receive support from others involved in the transition. Our qualitative analysis resulted in six themes related to two main types of social support, action-facilitating and nurturant, which participants received from in-school professionals, out-of-school professionals, and family and friends. Findings suggest that participants received different forms of social support from key transition stakeholders, with professionals, most notably, providing limited nurturant support. We provide recommendations for transition teams to provide Hispanic mothers additional support via culturally responsive and empowering practices. |
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| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434241255630 |
