Community-Driven Strategies for Improving Postsecondary Outcomes of Deaf People

Garberoglio, Carrie Lou; Guerra, Diego H.; Sanders, Genelle T.; Cawthon, Stephanie W.

doi:10.1353/aad.2020.0024

Cited by 21 publications

(28 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students who are DHH tend to be older than their hearing peers (average age 31 vs. 25.7 years old for hearing students) and 17.1% of students who are DHH are veterans, compared with 4.7% of hearing students (Garberoglio, Palmer, & Cawthon, 2019). Unfortunately, a mere 18% of DHH students receive a bachelor’s degree in any major (compared with 34% of hearing students) and only 24% of those degrees are in STEM (Garberoglio, Palmer, Cawthon, & Sales, 2019). DHH students’ tendency to select and persist in STEM majors follows the pattern of students in other underrepresented groups, which means that they disproportionately self-select out of that major or are less likely to persist in it (Armstrong, 2008; Chen & Soldner, 2013).…”

mentioning

confidence: 99%

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

Elliot

Gehret

Valadez

et al. 2020

American Behavioral Scientist

View full text Add to dashboard Cite

Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor’s effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses ( n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.

show abstract

mentioning

confidence: 99%

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

Elliot

Gehret

Valadez

et al. 2020

American Behavioral Scientist

View full text Add to dashboard Cite

show abstract

“…Although marginalized populations are likely to be employed as frontline workers during the COVID-19 pandemic, the same marginalized populations are also likely to be viewed as nonessential and among the first to be laid off. 9 Because DHH people with lower levels of education have higher levels of unemployment, 4 our results make sense in the context of concerns about DHH people’s loneliness and COVID-19 worry and their relationships with worry about food running out. In addition, DHH people with lower education levels are less likely than DHH people with higher education levels to be able to afford access to online information (ie, may not have internet access at home).…”

Section: Discussionmentioning

confidence: 86%

“…Given that this population has historically faced lower rates of employment than the hearing population, rates of employment among DHH people has likely declined even further as a result of the COVID-19 pandemic. 4 The COVID-19 pandemic highlights preexisting health disparities, including food insecurity, in the DHH population. 5…”

mentioning

confidence: 99%

“…Worry about contracting COVID-19 may increase when the DHH person is employed as a frontline worker (employed in essential industries such as health care, sales, construction, and agriculture and must physically be present), which is common among people of a low education or income bracket. 4 We used a statistical approach to examine the relationship between food worry and sociodemographic characteristics, worry about contracting COVID-19, and concerns about DHH people being lonely because of staying home to comply with social-distancing measures during the COVID-19 pandemic.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Food Worry in the Deaf and Hard-of-Hearing Population During the COVID-19 Pandemic

et al. 2020

View full text Add to dashboard Cite

Objective The coronavirus disease 2019 (COVID) pandemic has highlighted preexisting health disparities, including food insecurity, in the deaf and hard-of-hearing (DHH) population. We examined factors associated with food worry during the COVID-19 pandemic. Methods We collected survey data on worry about food shortages, worry about contracting COVID-19, and concerns about DHH people staying home and being lonely from April 17 through May 1, 2020, via a bilingual American Sign Language/English online survey platform. The sample consisted of 537 DHH adults living in the United States. We examined the relationship between demographic characteristics and food worry. We used logistic regression and model fitting to predict the likelihood of experiencing food worry. Results The mean (SD) age of survey respondents was 47 (16), and 25% of the sample identified as people of color. Forty-two percent of survey respondents had a high level of food worry. Increased worry about contracting COVID-19 and concerns about DHH people staying home and being lonely among DHH younger adults or those without a college degree predicted food worry. Gender and race/ethnicity did not contribute to the model for food worry. Conclusions Food worry was explained by multiple, intersecting factors, including demographic variables, worry about contracting COVID-19, and concerns about loneliness. Interventions or programs implemented by DHH-serving organizations as well as government programs, social service providers, and food banks should be fully accessible to subgroups of DHH young adults without a college degree who are at risk for food insecurity.

show abstract

“…These themes highlight the importance of Deaf cultural capital (Hamilton & Clark, 2020) as well as the importance of having an identity with a supportive and empowering community (Garberoglio et al, 2020). Finding one's voice creates this empowerment and provides the capital to overcome "fear, denial, and passivity" (Garberoglio et al, 2020: p. 371).…”

Section: Discussionmentioning

confidence: 99%

It Requires a Community to Raise a Deaf Adult: A Comparative Study

Knight¹,

Hauschildt²,

Buchanan³

et al. 2021

JSS

View full text Add to dashboard Cite

It has often been said, "It takes a village to raise a child"; likewise for deaf children born into hearing families, this village model provides the support necessary for optimal developmental outcomes for the child. Here a mixed method design was used to understand the outcomes for deaf adults who grew up a mid-size community with fragmented services in order to better understand what worked and what had not worked for these individuals. Results from a survey and follow up interviews identified two groups of individuals, those who stayed in the community having access only to the local resources and those who left the community finding more resources. In general, those who stayed described themselves as hard of hearing and used a mixture of sign and spoken language while those who left identified as Deaf and reported finding a Deaf community that provided them role models, aspirational capital, and a Deaf identity. Results are discussed using the frame of integrating support for families, effective schooling, and transition services. Recommendations are made to support the creation of such villages for deaf children in areas that may not have sufficient resources.

show abstract

Community-Driven Strategies for Improving Postsecondary Outcomes of Deaf People

Cited by 21 publications

References 0 publications

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

Supporting Autonomous Learning Skills in Developmental Mathematics Courses With Asynchronous Online Resources

Food Worry in the Deaf and Hard-of-Hearing Population During the COVID-19 Pandemic

It Requires a Community to Raise a Deaf Adult: A Comparative Study

Contact Info

Product

Resources

About