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<p>The transition from high school to adulthood is challenging for most adolescents. For autistic youth, this transition is often more complex due to the abrupt discontinuation of structured supports and services provided during high school. During the transition period, families often play a critical role in supporting their autistic youth. Research has demonstrated that parental expectations and involvement are key predictors of youth outcomes. Yet, most research reflects white, monolingual (English-only) speaking families; it may be that families from non-dominant cultures experience transition planning differently. To that end, the purpose of this study was to explore Mexican American parents’ expectations for their autistic youth and to identify how families support their youth in achieving these expectations. In total, nine participants completed semi-structured interviews. Expectations related to three themes: completion of postsecondary education leading to employment, self-sufficiency, and the ability to express needs and socialize with peers. Additionally, participants described the supports they provide to help their youth achieve these expectations. Based on these findings, implications for practice and future research are discussed.</p>

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Mexican American Mothers’ Expectations and Supports for Autistic Youth During the High School Transition: Education, Self-Sufficiency, and Social Communication

  • 期刊论文

  • 发表日期：

    2026年4月27日

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  • Janeth Aleman-Tovar,
  • Meghan Burke,
  • Edwin Monarrez

摘要

The transition from high school to adulthood is challenging for most adolescents. For autistic youth, this transition is often more complex due to the abrupt discontinuation of structured supports and services provided during high school. During the transition period, families often play a critical role in supporting their autistic youth. Research has demonstrated that parental expectations and involvement are key predictors of youth outcomes. Yet, most research reflects white, monolingual (English-only) speaking families; it may be that families from non-dominant cultures experience transition planning differently. To that end, the purpose of this study was to explore Mexican American parents’ expectations for their autistic youth and to identify how families support their youth in achieving these expectations. In total, nine participants completed semi-structured interviews. Expectations related to three themes: completion of postsecondary education leading to employment, self-sufficiency, and the ability to express needs and socialize with peers. Additionally, participants described the supports they provide to help their youth achieve these expectations. Based on these findings, implications for practice and future research are discussed.