DOI: 10.17077/etd.nwljhoz8
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Examining the influence of the residential school for the deaf experience on deaf identity

Abstract: This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: To the Staten, Booker, Tyson, and Worth families. Thank you for … Show more

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Cited by 2 publications
(3 citation statements)
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References 77 publications
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“…In parallel with previous studies (Bat-Chava, 2000; Israelite et al, 2002; Leigh, 1999; Sari, 2005; Staten, 2011), the findings of the present study showed the importance of the educational experiences that DHH people have had in terms of enhancing their cultural identities, the impact of which varies according to a set of factors, including whether they join an isolated or an integrated educational environment. Other studies have shown that DHH students at isolated environments in special schools become familiar with the deaf community, culture, and sign language, and develop a strong sense of deaf identity (Angelide & Aravi, 2006; Bat-Chava, 2000; Breivick, 2005; Skelton & Valentine, 2003).…”
Section: Discussionsupporting
confidence: 89%
See 1 more Smart Citation
“…In parallel with previous studies (Bat-Chava, 2000; Israelite et al, 2002; Leigh, 1999; Sari, 2005; Staten, 2011), the findings of the present study showed the importance of the educational experiences that DHH people have had in terms of enhancing their cultural identities, the impact of which varies according to a set of factors, including whether they join an isolated or an integrated educational environment. Other studies have shown that DHH students at isolated environments in special schools become familiar with the deaf community, culture, and sign language, and develop a strong sense of deaf identity (Angelide & Aravi, 2006; Bat-Chava, 2000; Breivick, 2005; Skelton & Valentine, 2003).…”
Section: Discussionsupporting
confidence: 89%
“…Educational environments greatly impact DHH people because they affect a child’s cultural identity from an early age, the types of social patterns that he/she experiences, and his/her self-values (Hardy, 2010; Israelite et al, 2002; Kent, 2003; Staten, 2011; Weldon, 2017). There have been many attempts to address the impact of educational experiences and environments on formulating the identities of DHH people.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…''Identity'' continues to be a hot topic in the literature on deafness; indeed, the past 5 years have witnessed a wide variety of research that examines some facet of Deaf identity (Kunnen, 2014;Kuntze, 2010;Leigh, 2009;Maxwell-McCaw & Zea, 2011;McIlroy & Storbeck, 2011;Staten, 2011;Sutton-Spence, 2010). Although this research has expanded our knowledge about the development and impact of Deaf identity processes in the lives of deaf individuals, no studies have specifically examined the psychological salience of the Deaf identity and how the core self-meanings that deaf individuals use to define themselves specifically influence attitudes and behavior.…”
mentioning
confidence: 99%