Parental Expectations of Postsecondary Outcomes for Diverse Students with Learning Disabilities: A Funds of Knowledge and Social Capital Approach to Transition Planning

Culturally and linguistically diverse (CLD) students with learning disabilities (LD) are persistently underrepresented in higher education and demonstrate lower postsecondary outcomes than non-minority peers. The purpose of this study was to examine the relationships between funds of knowledge, social capital, parental expectations, and goals established in a sample of individualized transition plans. Findings indicate that parents of CLD children with LD have high educational expectations and philosophies. Yet, goals established in students’ transition plans do not reflect these expectations. There was also a connection between high expectations and those who build capital through support groups. Limitations and future research are discussed.