Factors affecting persistence of Deaf college students

Stinson, Michael; Scherer, Marcia J.; Walter, Gerard G.

doi:10.1007/bf00992001

Cited by 11 publications

(5 citation statements)

References 11 publications

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“…Challenges in the area of social relationships are significant during this period of development. Specifically, young and emerging adult identities are shaped by social connection and positive social relationships during college have been shown to increase resilience, retention, and sense of well-being for college students (Defillipo, 2004;Stinson et al, 1987).…”

Section: Discussionmentioning

confidence: 99%

“…Social isolation is defined as "a deprivation of social connectedness… [specifically] the inadequate quality and quantity of social relations with other people at the different levels where human interaction takes place (individual, group, community and the larger social environment)" (Zevelata, Samuel, & Mills, 2014, p.5). In studies of d/Deaf college students the presence of faceto-face social activities on campus has been shown to promote a sense of overall quality of life (Defillipo, 2004), resilience (Crowe, 2018), and retention in the face of stressors (Stinson, et al, 1987).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This makes online learning more tricky in universities which serve a primarily d/Deaf population. While some studies of hearing college students have shown that a mixed online and face-to-face course curricula can be beneficial to more tech-savvy students, this experience may not always be transferable to d/Deaf college students given the emphasis on social connection in the college environment as it relates to wellbeing and retention (Defillipo, 2004;Shea & Bidjerano, 2014;Stinson et al, 1987). In a dissertation on d/Deaf college students' social identities in mainstream online learning environments, O'Dell (2019) found that in asynchronous discussion boards, d/Deaf students can form social connections when there is substantial opportunity for emotional expression actively facilitated by the instructor and engaged in by all members of the discussion board.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of Emergency Online Learning on D/Deaf College Students’ Experience of Social Isolation, Self-Efficacy, and Well-Being

Bowman

Crowe

2023

IJonSES

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During the 2020 COVID-19 pandemic, many universities in the United States converted face-to-face classroom teaching to remote, online based learning formats. Gallaudet University was among these universities and faced particular challenges due to the need for visually accessible classrooms for d/Deaf students. Because college students are primarily made up of early and emerging adults, and d/Deaf college students have been shown to have better academic success when social connection is fostered, the current study sought to determine how d/Deaf students at Gallaudet University were emotionally impacted by the change to online learning during the COVID-19 pandemic in 2020. The research question for this study was: How did the COVID-19 pandemic and subsequent emergency switch to online course participation influence college students’ experience of well-being, self-efficacy, and loneliness? Results indicated that overall, d/Deaf students at Gallaudet university had positive emotional adjustment during this transition, despite challenges. Discussion describes within-group differences by age and how the University supported students and the campus community to encourage this positive outcome.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of Emergency Online Learning on D/Deaf College Students’ Experience of Social Isolation, Self-Efficacy, and Well-Being

Bowman

Crowe

2023

IJonSES

View full text Add to dashboard Cite

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“…Previous studies on undergraduates did not cite academic performance, but D/HH students identified communication and social issues as the main block in their education completion (Foster et al, 1999 ; Saur et al, 1987 ; Stinson et al, 1996 ). Communication and social issues can result in a 25% graduation rate reported for D/HH undergraduates in the United States (Lang, 2002 ; Stinson & Walter, 1992 , 1997 ). The graduate students who participated in the current study did not express communication and social issues because they had access to both ASL and English for social and academic use.…”

Section: Discussionmentioning

confidence: 99%

Revisiting College Entry Testing to Increase Trained Deaf Teachers in the Classrooms

Musyoka

Doe

2023

J Dev Phys Disabil

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Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate program. This study explored the predictive role of the GRE for college success among deaf students because most deaf and hard-of-hearing students experience lifelong difficulties in English language and literacy because of their different language acquisition processes. Additionally, the study examined the students' undergraduate grade point average (UGPA), first-semester grade point average (FSGPA), and graduating graduate grade point average (GGPA) to understand D/HH students' performance in a graduate program. Additionally, the study examined the use of the Wechsler Adult Intelligence Scale (WAIS) as a substitute for the GRE criterion for graduate admission. The findings' discussions offer suggestions for using GRE scores in admitting D/HH students to graduate academic programs across the United States.

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“…For example, in the United States, some deaf youths use American Sign Language either at home or at school, a visually based language that has its own complete grammatical system that is distinct from English (Moore & Mertens, 2015). For those deaf people with access to the deaf community, Deaf culture (National Deaf Center, 2019a) can be an asset for deaf students with a shared language (Kushalnagar et al, 2011) and experiential connection (Boutin, 2008;Stinson et al, 1987).…”

Section: Orcid Idmentioning

confidence: 99%

Accessibility Planning for Postsecondary Entrance and Placement Exams for Deaf Students

Cawthon¹,

Goldstone

Higgins³

et al. 2021

TEACHING Exceptional Children

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Postsecondary entrance and placement tests provide critical information that shapes the trajectory of the transition from secondary to postsecondary education. Test accommodations can play an important role in reducing barriers that deaf students face during high-stakes testing. For deaf students, decisions about access and accommodations for standardized assessment typically involve an Individualized Education Program (IEP) team. Deaf students’ access needs are not homogeneous, and decisions include a variety of factors including student characteristics, the content of the test, and test accommodations policies. In this article we share information about challenges that deaf students face and suggestions for ways to help to ensure that deaf students receive the accommodations that better allow them to show what they know and can do. These steps to improve accessibility can support equity in postsecondary pathways for deaf students.

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Factors affecting persistence of Deaf college students

Cited by 11 publications

References 11 publications

The Impact of Emergency Online Learning on D/Deaf College Students’ Experience of Social Isolation, Self-Efficacy, and Well-Being

The Impact of Emergency Online Learning on D/Deaf College Students’ Experience of Social Isolation, Self-Efficacy, and Well-Being

Revisiting College Entry Testing to Increase Trained Deaf Teachers in the Classrooms

Accessibility Planning for Postsecondary Entrance and Placement Exams for Deaf Students

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