Concluded Project - end date December 2007

HALA: Helping Latinas Achieve

Contact:

Eleanor Gil-Kashiwabara
gilkashi@pdx.edu

Investigations of Latina educational attainment reveal a lower high school graduation rate for Latina girls than for girls in any other racial or ethnic group. This circumstance, combined with the poorer transition outcomes noted for all girls with disabilities, does not fare well for Latinas with disabilities as they transition from adolescence to adulthood. Unfortunately, very little is known about the unique transition experiences of Latinas in special education. This is especially alarming when one considers the rapidly changing demographics in the U.S., with the Hispanic population being the fastest growing culturally and linguistically diverse group. Furthermore, Latina girls in special education are subject to the “triple jeopardy” of sexism, racism, and disability bias, which results in additional barriers to successful transition. For example, research reveals that:

•  Latina girls have the highest teenage pregnancy and high school dropout rates, and they are least likely to earn a college degree, compared to other youth.

•  Young women with disabilities are significantly poorer, less likely to attend postsecondary education, more likely to be unemployed, and receive considerably lower wages, compared to young men with disabilities or women without disabilities.

•  Women have more disabilities than men, with minority women experiencing disabilities at a disproportionately higher rate compared to Anglo women.

The HALA project investigated the transition experiences of Latina youth with disabilities. Specific research questions are: 1) What are the transition goals of Latinas with disabilities and their parents? 2) To what extent do the goals of Latinas and their parents reflect the IDEA mandates for transition planning? 3) To what extent are the transition goals of Latinas and their parents similar to the transition goals of Anglo girls and their parents? 4) What are the barriers to successful transition faced by Latinas with disabilities? 5) What factors contribute to the successful transition of Latinas with disabilities?

The HALA project was conducted in three phases:

• The first phase (Year 1) involved a survey study of Latina and Anglo youth who experience disabilities and parents of Latina and Anglo youth with disabilities (100 individuals in each group; total = 400). The purpose of the survey was to gather quantitative information on transition goals that are valued by Latina youth with disabilities and their parents, and the degree of similarity between the goals that are viewed as positive and meaningful for Latinas and their families and the transition goals that are reflected in IDEA. The data derived from Anglo youth and parents will serve as a comparison, highlighting unique issues for Latinas with disabilities.

•  The second phase (Year 2) was a qualitative investigation of the transition experiences of Latinas with disabilities, including an exploration of the barriers encountered and the factors that promote successful transition. Focus groups were conducted with 1) Latina youth with disabilities; and 2) parents of Latina youth with disabilities.

•  The third phase (Year 3) utilized a nominal or Delphi method to investigate culturally appropriate transition planning practices that are meaningful to Latinas with disabilities. Findings from studies 1 and 2 were presented to a group of professionals with expertise in the areas of disability and Latina youth. The feedback and perspective of this group were utilized to develop formal guidelines for addressing the transition needs for Latina youth in special education, with the hope that these guidelines will contribute to the development of guidelines for other underserved populations within special education.

Findings from the HALA project are being comprehensively disseminated to regional and national audiences. This project substantively contributed to our understanding of the educational and transition experiences of Latina students with disabilities, and provides important information on promoting their school success.