Transition to employment: Role of the family in career development

被引：86

作者：

Lindstrom, Lauren ^{[1
]}

Doren, Bonnie ^{[1
]}

Metheny, Jennifer ^{[1
]}

Johnson, Pam ^{[1
]}

Zane, Claire ^{[1
]}

机构：

[1] Univ Oregon, Coll Educ, Secondary Special Educ & Transit Program, Res Grp, Eugene, OR 97403 USA

来源：

EXCEPTIONAL CHILDREN | 2007年 / 73卷 / 03期

关键词：

SCHOOL; PERSPECTIVES; DYNAMICS; BEHAVIOR; STUDENT;

D O I：

10.1177/001440290707300305

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study investigated the role of the family in career development and postschool employment outcomes for young adults with learning disabilities. Using a multiple-case study design, the authors examined a set of family structural and process variables. Fifty-nine in-depth interviews were conducted with young adults, parents, and school staff. Family structure was not directly linked to employment outcomes, but family socioeconomic status was related to initial career decision making and vocational identity development. Family process variables, including family relationships, involvement, support and advocacy, career aspirations, and intentional career-related activities worked in combination to form 3 patterns of family interaction labeled (a) advocates, (b) protectors, and (c) removed. Implications for practice and future research are discussed.

引用

页码：348 / 366

页数：19

共 34 条

[1] Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives [J].