Abstract
- This study examined three first-year Latino male college students with learning disabilities who completed the Self-Advocacy and Conflict Resolution (SACR) training. Using a qualitative pre-post case study design, the analysis identified five themes showing a shift from cultural barriers to stronger self-advocacy. Findings suggest that culturally responsive training aligned with Self-Determination Theory’s needs for autonomy, competence, and relatedness supports meaningful growth. Results suggest that institutions should promote identity integration and relational connection. Implications include cultural competency training for staff, relationship-centered accommodation processes, and peer mentorship. Methodological and contextual limitations are acknowledged, and directions for future research are outlined.