Using cultural and social capital to improve postsecondary outcomes and expand transition models for youth with disabilities

Research output: Contribution to journalArticle

Abstract

The terms cultural and social capital, conceptualized by education philosopher and researcher Pierre Bourdieu, play an important role in the lives of youth with disabilities during transition into adulthood. Although research, legislation, and practice acknowledge the importance of resources that are established via social networks, insufficient attention has been dedicated to the forms of capital possessed by young adults with disabilities or to teachers' expectations of the role of capital in achieving postsecondary outcomes. Studies of capital inform postsecondary transition research and practice in key areas including self-determination, parent participation, access to appropriate curriculum, and linkages to adult services. Expanding the foci of postsecondary transition to include the study of capital may increase the efficacy of transition planning and instruction for youth with disabilities from other marginalized groups.

Original languageEnglish (US)
Pages (from-to)148-162
Number of pages15
JournalJournal of Special Education
Volume42
Issue number3
DOIs
StatePublished - Nov 2008

Keywords

  • Access to general education curriculum
  • Diversity issues
  • Postsecondary disability services
  • Self-determination
  • Transition and employment

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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