Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip O. Pendley

Second Advisor

Stephanie A. Herrera

Third Advisor

Cheryl-Marie Osborne

Abstract

Purpose: The purpose of this phenomenological study was to identify and describe how the parents/guardians of high school students with mild/moderate disabilities in Southern California perceive the impact that working while in high school has on their students with respect to confidence, independence, motivation, responsibility, self-advocacy, self-esteem, and social skills. The central research question was “How do parents/guardians of high school students with mild/moderate disabilities perceive the impact that working while in high school has on their students?” Methodology: Interviews were conducted with 11 parents of participants in paid work experience programs. A qualitative interview question development matrix was used to link questions to research studies and theory. Interviews were recorded, and data was transcribed and coded. Patterns were identified and conclusions were drawn, leading to recommendations.

Findings: This study yielded 11 major findings: (a) marked gains in grooming/hygiene, social interaction, money handling, and belief in ability; (b) growth in self-sufficiency and independent decision making; (c) sustained increases in initiative and motivation except when placements did not match interests; (d) improved time management, schedule maintenance, and task completion; (e) strong help seeking and question asking; (f) greater pride linked to earning wages and being trusted; (g) improved communication and relationship building extending beyond work; (h) parents associated responsibility and financial autonomy to a perception of “growing up”; (i) increased happiness accompanied competence gains; (j) seeing genuine skill growth prompted parents to reduce oversupport; and (k) student outcomes in paid work experience programs are significantly influenced by the quality of program oversight and communication with families.

Conclusion: This study showed that paid, interest-aligned work is an effective medium for soft-skill development. Study findings demonstrated that participation in a paid work experience program provides authentic learning opportunities that convert workplace tasks into durable human capital, which serves as an investment that can improve employability and financial independence. Findings indicate that occupational socialization accelerates the development of adult work habits, such as punctuality, accountability, and task completion, that persists across environments. Study results show that enhanced self-efficacy based on successfully completing work-related tasks, earning wages, and gaining supervisor praise improved mood and motivation levels. Moreover, parental perceptions and behaviors change alongside student growth. The study also found that sufficient oversight and communication are necessary to work program success and that gains in maturity and mood improve transition readiness.

Recommendations: Four recommendation were formed based on the findings: (a) including paid work experience as a core component of transition planning, (b) ensuring job placements are aligned with student interests and goals, (c) strengthening parent communication and including parents as transition planning partners, and (d) allocating resources for long-term program quality.

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