Self-determination development requires actual opportunities to acquire these skills, and to apply these skills ( Shogren et al., 2015). Second, the development of self-determination does not occur in a vacuum. These findings are in alignment with what has emerged among other disability communities related to self-determination being linked to a range of postsecondary outcomes such as a greater sense of control over one’s life and their environment, an important factor linked to better quality of life and well-being ( Shogren et al., 2016 Wehmeyer, 1992. For example, self-advocacy skills are linked to greater quality of life, agency, and overall well-being ( Schoffstall & Cawthon, 2013) and autonomous motivation increases the likelihood of career advancement opportunities and earning higher wages ( Garberoglio et al., 2017). Although research involving deaf populations that explore self-determination as a construct is sparse, many of the sub domains falling under self-determination have been linked to important outcomes in the lives of deaf individuals. Professionals that work with deaf youth also believe that self-determination skills are an important component in the successful transition for deaf youth ( Luckner & Becker, 2013 Millen, Dorn, & Luckner, 2019 Reynolds, 2020). In light of these barriers, two things are important to recognize: (1) self-determination skills are essential for overcoming the hurdles which are present in deaf young people’s lives, and (2) the development of self-determination skills may be impeded as a result of structural barriers present in the lives of deaf young people.įirst, narratives within deaf communities often point to the importance of self-determination skills, including self-advocacy, for navigating life as a deaf person and staying resilient throughout barriers that are often faced ( Braun, Gormally, & Clark, 2017 Garberoglio, Guerra, Sanders, & Cawthon, 2020). As deaf youth transition into life after high school, they are faced with numerous barriers stemming from limited access to communication, negative attitudes and biases, and a lack of qualified and experienced professionals ( National Deaf Center, 2018). These gaps are not the result of deafness, but demonstrate widespread system-level barriers and biases. Outcome disparities in the realms of education, employment, health, and quality of life have been observed in deaf individuals when compared with the hearing population ( Barnett, McKee, Smith, & Pearson, 2011 Kushalnager, Ryan, et al., 2020 Palmer, Newman, Davidson, & Cawthon, 2020). Understanding the role of self-determination for deaf adolescents and young adults requires an examination of the contexts which deaf people navigate. For example, stronger self-determination and autonomous motivations in deaf youth increased the likelihood of living independently, college enrollment, higher wages, and opportunities for college advancement ( Garberoglio, Schoffstall, Cawthon, Bond, & Caemmerer, 2017 Garberoglio, Schoffstall, Cawthon, Bond, & Ge, 2014). Additional research has explored the role of self-determination for deaf youth as they navigate life after high school. Researchers have established a positive relationship between self-determination and postschool outcomes ( Shogren & Shaw, 2016 Shogren, Wehmeyer, Palmer, Rifenbark, et al., 2015). The importance of promoting the development and expression of self-determination has received significant attention for youth ( Shogren, Wehmeyer, & Lane, 2016) including disabled youth ( Shogren & Ward, 2018) and deaf youth ( Luckner & Sebald, 2013 Millen, 2020).
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