A Qualitative Study of Characteristics, Competencies, and Strategies of Transition Staff Working with Urban Latino

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Autor/in	Munoz-Lorenzo, Omayra
Titel	A Qualitative Study of Characteristics, Competencies, and Strategies of Transition Staff Working with Urban Latino
Quelle	(2012), (157 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-3104-3
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Urban Areas; Hispanic Americans; Transitional Programs; Disabilities; Interviews; Urban Youth; Employment; Employers; Intervention; Vocational Rehabilitation; Databases; Structured Interviews; Education Work Relationship; Entrepreneurship; Cultural Awareness; Social Networks; Individual Needs; Interpersonal Relationship; Teamwork; Family Structure + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Urban area; Stadtregion; Hispanic; Hispanoamerikaner; Handicap; Behinderung; Interviewing; Interviewtechnik; Urban areas; Youth; Stadt; Jugend; Dienstverhältnis; Berufliche Rehabilitation; Datenbank; Unternehmungsgeist; Cultural identity; Kulturelle Identität; Social network; Soziales Netzwerk; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Familienkonstellation; Familiensystem
Abstract	The purpose of this qualitative study was to explore characteristics, competencies, and strategies of transition program employment representatives who attain successful employment outcomes for urban Latino/a youths with disabilities. This study employed in-depth interviewing as a method of data collection. The central research question guiding the study was: What factors are characteristic of employer representatives who achieved successful transition outcomes with urban youth with disabilities who participated in a multi-site vocational intervention? In addition, the following sub-questions were investigated: (a) Which specific characteristics and perceptions of employment representatives are associated with successful job attainment for urban youths with disabilities? (b) What competencies of employment representatives are associated with successful job attainment for urban Latino/a youths with disabilities? (c) What job development strategies are associated with successful job attainment for urban youths with disabilities? Data collection involved two main sources of information: (a) secondary analyses of the national Bridges Program database, which includes information about employment representatives and the outcomes they achieved for students they served; and (b) in-depth structured individual interviews with 15 Bridges employer representatives. Participants were a diverse sample from six different sites of the Bridges School-to-Work program. The data were analyzed using the method developed by Thomas (2006) and similar to the Miles and Huberman (1994) steps of data reduction, data displays, and conclusion drawing/verification. The analysis yielded nine staff-related factors influencing successful outcomes for Latino/a youths with disabilities participating in Bridges School-to-Work program. These categories were labeled: (a) high level of commitment, (b) instilling-hope, (c) entrepreneurial skills, (d) cultural sensitivity (skills and knowledge), (e) awareness of youth needs and challenges, (f) networking and relationship building, (g) teamwork, (h) on-going support, and (i) family systems focus. This study contributes to a more comprehensive understanding of the staff characteristics, competencies, and strategies associated with the successful transition outcomes for Latino/a youth with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10