Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question addressed in this project was, do deaf and hard of hearing university students think their K-12 setting prepared them to succeed linguistically and culturally in both the Deaf and hearing communities? This research examines the survey responses of 11 deaf and hard of hearing university students through a mixed-methods approach. Through this research, the following trends were identified. First, the majority of participants found their school setting helped prepare them linguistically and culturally for the hearing world. Next, the majority of students from mainstream settings did not feel their school prepared them linguistically or culturally for the Deaf community. Finally, the majority of participants preferred using ASL in communication with others, and considered themselves culturally Deaf, although students who were mainstreamed were less likely to consider themselves culturally Deaf.
Multicultural Education, deaf education, cultural and linguistic identities, school to adulthood transition
Rosenbarker, Rebecca, "Perceptions of Cultural and Linguistic Preparedness: Deaf and Hard of Hearing College Students’ Beliefs About Their K-12 School Setting" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 252.