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[light instrumental music]
- Hello, I'm Paige.
I'm part of the research team with pepnet 2.
I'm also working on my doctorate at the University of Texas
at Austin.
When I was growing up, my parents were quite involved
with my education and had high expectations of me.
I credit them for where I am today.
My experience aligns with what my research team found
and published.
This research study discusses how parent involvement
and the expectations impact post-secondary outcomes
for students who are deaf and hard of hearing.
The literature demonstrates that parent involvement
and positive expectations play an important role.
Do those findings also apply to the population of individuals
who are deaf and hard of hearing?
Currently, there is insufficient research to confirm that.
We used NLTS2, which is a federal dataset
with data from over 1,000 students
who are deaf and hard of hearing.
Data was collected from those students over time
starting at age 13 to 16
to 23 to 27 years old.
Our sample consisted of 650 participants.
Our analysis explored how parent involvement
and parent expectations impact the future outcomes
of deaf students.
First, parent expectation is defined as parents believing
that their child would go to college,
obtain employment, and live independently.
We measured successful outcomes in three domains:
education, employment,
and overall quality of life.
We found that parent involvement did not have
a significant relationship with the child's future outcomes.
In terms of parent expectations,
we found that it does play a significant role
in predicting future achievement.
This finding held true across socioeconomic status,
ethnicity, gender, additional disabilities,
and academic achievement.
Parent expectations not only predict
that students will attend college,
but also complete college,
successfully gain employment, and live independently.
Now, what is it we should keep in mind?
Parent involvement in school-related activities
may not be sufficient.
Talking about school, helping with homework,
attending IEP meetings and parent-teacher conferences
may not be enough.
Overall involvement in other aspects of life are needed.
For example, conversations around the dinner table
may be important.
It is clear that parent expectations
are a crucial factor.
Our research team has also explored other factors,
including social skills, literacy skills,
and self-determination,
yet parent expectations are one of the most important predictors
for future achievement.
Now, how do we create conditions for high expectations?
Parents' expectations are not set in stone.
Expectations can change.
Teachers and community members,
all of us can take responsibility
for raising expectations for our youth.
Finally, what does high and positive expectations look like?
Providing opportunities, supporting youth,
expecting them to be independent.
In sum, we can expect more from the youth.
Thank you for joining us today.
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