Cultural Capital and Decision-Making: Autism Service Choices Among Immigrant Parents

Abstract

This study explores how cultural capital influences the autism-related special education service decisions of first-generation immigrant parents in the United States. Using Bourdieu's capital theory as a framework, the study uses qualitative methods to investigate a range of cultural capitals, including embodied cultural capital (e.g., parents' knowledge of disability norms from their home country), institutionalized cultural capital (e.g., educational experience in the U.S.), and objectified cultural capital (e.g., tangible resources such as educational plans, books, or professional materials) through interviewing 13 first-generation immigrant parents of children diagnosed with ASD (autism spectrum disorder). The findings reveal that cultural capital and ties to local networks significantly shape parents' engagement with the special education system, highlighting different ways immigrant parents navigate cultural and systemic barriers. This study addresses a literature gap by moving beyond broad ethnic categorizations to uncover the specific cultural and social dynamics affecting immigrant families' service decision-making. It also highlights the importance of culturally responsive policies, educator training, and tailored support systems that cater to the diverse needs of immigrant families. By integrating cultural factors into parent-school interaction research, this study offers actionable insights for enhancing equity and inclusivity in special education services for families from diverse cultural backgrounds.