The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.

中文翻译：

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面临双重危险：农村社区残疾青年拉丁裔家庭照顾者的转型经历

残疾青年从高中过渡到有报酬的工作通常很困难。对于来自少数族裔或边缘化背景的学生（包括自认为是拉丁裔的年轻人）来说，这种转变更加困难。随着美国拉丁裔人口的增加，从高中到就业的过渡对于残疾拉丁裔年轻人来说必须变得更加有效。使用 Bronfenbrenner 的人类发展模型的一部分作为框架，我们探索了说西班牙语的拉丁裔残疾青年照料者的经验，以更好地了解影响家庭系统的背景和环境因素，因为残疾青年准备从高学校到成年。我们的研究结果突出了微观、中观、外观、和宏观系统，包括家庭和社区的重要性、对权威的不信任以及歧视的影响。讨论了对实践和未来研究的影响。