Civic-Efficacy and Post-High School Plans of Young People with Disabilities

Purpose:

This paper introduces the concept of civic-efficacy which refers to one's belief in his or her ability to engage in civic life (Miller & Abell, 2006). Civic-efficacy is comprised of three constructs: political self-efficacy, community service self-efficacy, and community presence. Identifying effective strategies that promote the full integration of people with disabilities in their communities is a monumental task for the helping professions. Infusing a focus on inclusion throughout the transition planning process for high school students with disabilities can help lay the foundation for a fully integrated adult life. Promoting the development of civic-efficacy during school may lead to improved post high school outcomes for youth with disabilities. This paper will highlight factors that influence civic-efficacy of young people with disabilities as well as the role of social workers to improve the civic-efficacy of youth with disabilities.

Methodology:

Data were collected from a non-random sample of 209 high school aged youth with disabilities participating in a statewide transition program. Participants completed the Civic-Efficacy Scale (CES), a fifteen item Likert scale, in the winter of 2008. Respondents' mean scores can range from one to five. Demographic data and post-high school plans were also captured. T-tests and ANOVA examined the differences in civic-efficacy among groups of respondents.

Results:

The sample was predominantly male (60.8%) and African American/Black (50.7%) 36.8% Caucasian and 11% other. Most participants were juniors in high school (34.9%) 9.6% Freshman, 23.4% Sophomores, and 29.2% Seniors. About half the sample reported receiving free and reduced lunch (47.4%). The overall sample reported a mean CES score of (3.856, SD .611). The mean CES score was significantly higher for those students planning to pursue post-secondary education (mean score 3.934, SD .558) than those planning to enter the military or workforce immediately after high school (3.605, SD .705). No significant difference in mean CES score was noted for gender, age, year in school, free and reduced lunch, race, or prior volunteer experience.

Practice Implications:

Post-high school plans of youth with disabilities are related to their self-reported civic-efficacy. High civic-efficacy may lead to a more fully integrated and improved adult life for young people with disabilities. Social workers should help identify interventions that can influence civic-efficacy. School social workers seeking to improve the civic-efficacy of high school students may find it helpful to infuse a focus on post-secondary education into their transition plans. Additionally, social workers practicing with young adults who have disabilities and have recently completed high school may be able to promote higher civic-efficacy by encouraging post-secondary education. Future research should explore the role of specific interventions like service-learning on the post-high school plans and civic-efficacy of young people with disabilities.