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An Examination of the Vocational Readiness Among Transition-Age Hispanic Youth With Disabilities: An Exploratory Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Examination of the Vocational Readiness Among Transition-Age Hispanic Youth With Disabilities: An Exploratory Study // Yazmin Castruita Rios.
Author:	Castruita Rios, Yazmin,
Description:	1 electronic resource (285 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Disability studies. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30632903
ISBN:	9798380080163

An Examination of the Vocational Readiness Among Transition-Age Hispanic Youth With Disabilities: An Exploratory Study /
Castruita Rios, Yazmin,

An Examination of the Vocational Readiness Among Transition-Age Hispanic Youth With Disabilities: An Exploratory Study /Yazmin Castruita Rios. - 1 electronic resource (285 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Transition-age Hispanic youth with disabilities have been noted to underutilize vocational rehabilitation (VR) services (Castruita Rios et al., in press), and have lower successful employment outcomes than compared to their White peers (e.g., Sima et al., 2015). The inclusion criteria of participants for this study consisted of the following criteria: (a) identified as Hispanic; (b) was between the ages of 18 and 22; and (c) either currently receiving pre-employment transition services (pre-ETS) at the time of the survey or had previously received pre-ETS services prior to applying for adult services. The purpose of this exploratory mixed-methods study was to evaluate the effect of four level of independent variables (sociodemographic; contextual factors; self-determination theory and social cognitive theory factors; and pre-ETS services related factors) on the engagement in VR services among transition-age Hispanic youths. In addition, this study examined participants' experiences in receiving pre-employment transition services. A descriptive, bivariate correlation, regression, and thematic analyses were utilized to investigate the research questions in this study. A total of 149 participants were recruited, majority identifying as White (62.4%), female (49%) and male (48.3%), had a primary disability of amputation or missing limbs (22.1%), had a secondary disability of anxiety disorder (18.1%), English was their native language (67.8%), lived in an urban area (82.6%), had a high school diploma or equivalent (47%), received Supplemental Security Income benefits (41.6%), lived with family (94%), identified as a third-and-higher generation American (47.7%), reported having their disability for an average of 7.6 years (SD = 5.04), and had a mean age of 20.12 years old (SD = 1.13). Findings of the stepwise regression model revealed that the final model explained 87.6% of the variance and indicated that living with family, perceived stigma of others, and vocational outcome expectancy were significant predictors of engagement in VR services. In addition, independent regression analyses of each level of independent variables and VR engagement demonstrated additional insight as to factors impacting the engagement in VR services among transition-age Hispanic youths. Moreover, results of the mediation analysis suggested that the quality and usefulness of pre-ETS services were statistically significantly associated with VR engagement while controlling for relatedness (working alliance). However, usefulness of pre-ETS services was the only mediator having a significant indirect effect on the relationship between relatedness and VR engagement. Additionally, thematic analyses revealed eight themes: (a) Building and Strengthening Life and Work Skills; (b) My Choice or Yours?; (c) Opportunities for You, You, and Everyone!; (d) Teamwork Makes the Dream Work; (e) Flexibility in Service Provision; (f) Employment Here I Come!; (g) Relationship Building; and (h) Increasing Resources, Accessibility, and Length of Program. Transition-age Hispanic youth shared how receiving pre-ETS services contributed positively to development of their life and work skills, perceptions of employment, and opportunities to engage in trainings (e.g., assistive technology in the workplace). In addition, participants shared their concerns surrounding VR counselors' understanding of their culture as well as a desire for more resources and longer VR program. Furthermore, the overall findings of this study provide insight on the current service delivery for this population along with areas that could be strengthened. Given the limited research surrounding transition-age Hispanic youth with disabilities, this study provides critical information that can help inform new strategies to enhance the employment outcomes for this group.

English

ISBN: 9798380080163Subjects--Topical Terms:

543687
Disability studies.
Subjects--Index Terms:

Employment

An Examination of the Vocational Readiness Among Transition-Age Hispanic Youth With Disabilities: An Exploratory Study /
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520 $a Transition-age Hispanic youth with disabilities have been noted to underutilize vocational rehabilitation (VR) services (Castruita Rios et al., in press), and have lower successful employment outcomes than compared to their White peers (e.g., Sima et al., 2015). The inclusion criteria of participants for this study consisted of the following criteria: (a) identified as Hispanic; (b) was between the ages of 18 and 22; and (c) either currently receiving pre-employment transition services (pre-ETS) at the time of the survey or had previously received pre-ETS services prior to applying for adult services. The purpose of this exploratory mixed-methods study was to evaluate the effect of four level of independent variables (sociodemographic; contextual factors; self-determination theory and social cognitive theory factors; and pre-ETS services related factors) on the engagement in VR services among transition-age Hispanic youths. In addition, this study examined participants' experiences in receiving pre-employment transition services. A descriptive, bivariate correlation, regression, and thematic analyses were utilized to investigate the research questions in this study. A total of 149 participants were recruited, majority identifying as White (62.4%), female (49%) and male (48.3%), had a primary disability of amputation or missing limbs (22.1%), had a secondary disability of anxiety disorder (18.1%), English was their native language (67.8%), lived in an urban area (82.6%), had a high school diploma or equivalent (47%), received Supplemental Security Income benefits (41.6%), lived with family (94%), identified as a third-and-higher generation American (47.7%), reported having their disability for an average of 7.6 years (SD = 5.04), and had a mean age of 20.12 years old (SD = 1.13). Findings of the stepwise regression model revealed that the final model explained 87.6% of the variance and indicated that living with family, perceived stigma of others, and vocational outcome expectancy were significant predictors of engagement in VR services. In addition, independent regression analyses of each level of independent variables and VR engagement demonstrated additional insight as to factors impacting the engagement in VR services among transition-age Hispanic youths. Moreover, results of the mediation analysis suggested that the quality and usefulness of pre-ETS services were statistically significantly associated with VR engagement while controlling for relatedness (working alliance). However, usefulness of pre-ETS services was the only mediator having a significant indirect effect on the relationship between relatedness and VR engagement. Additionally, thematic analyses revealed eight themes: (a) Building and Strengthening Life and Work Skills; (b) My Choice or Yours?; (c) Opportunities for You, You, and Everyone!; (d) Teamwork Makes the Dream Work; (e) Flexibility in Service Provision; (f) Employment Here I Come!; (g) Relationship Building; and (h) Increasing Resources, Accessibility, and Length of Program. Transition-age Hispanic youth shared how receiving pre-ETS services contributed positively to development of their life and work skills, perceptions of employment, and opportunities to engage in trainings (e.g., assistive technology in the workplace). In addition, participants shared their concerns surrounding VR counselors' understanding of their culture as well as a desire for more resources and longer VR program. Furthermore, the overall findings of this study provide insight on the current service delivery for this population along with areas that could be strengthened. Given the limited research surrounding transition-age Hispanic youth with disabilities, this study provides critical information that can help inform new strategies to enhance the employment outcomes for this group.
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