Factors affecting persistence of deaf college students

Abstract

Three of the maximum likelihood estimates in Figure 2, "Revised Model of Factors Affecting College Persistence with Maximum Likelihood Estimates," page 252, are incorrect. The value shown for the path between distance from home and participation in sponsored college activities is-. 1 3 , p<.05; the correct value is-. 0 1 , p>.10. The value shown in Figure 2 for the path between distance from home and persistence in college is-. 13, p<.05; the correct value is-. 0 8 , p >. 10. The interpretation of the correct vatues is that there is no relationship between distance from home and students' persistence. This interpretation replaces that on page 254, lines 27-38. In addition, the value shown for the path from social satisfaction to participation in sponsored college activities is-. 13, p<.05; the correct value is. 17, p<.05.

Importance of Social Support for Hard-of-Hearing Students in pursuing their “Educational Careers”

“…including ''communication skills'' (see Barnhart 1991, Stinson & Walter 1992, 1995. The most elaborated and empirically most completed studies using the model in the context of hearingimpaired students and the decision-making process are those of Stinson, Scherer, and Walter (1987) and Walter (1992, 1995). These studies suggested that important factors for choosing higher education are that you know what you want (goal and commitment), have some experience in the mainstream (pre-entry attribute), are academically and social satisfied and integrated (institutional factors), and are doing well, while other studies emphasize the importance of communication skills.…”

Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

“…Students who engaged in more sponsored college activities were less likely to remain. Rather, it seemed that students who established relationships with roommates and those who developed independent living skills and time management skills felt more truly integrated into the college community [38].…”

The unexpected talented tenth: Black d/Deaf students thriving within the margins

“…There have also been scholars who have investigated d/Deaf student persistence (Albertini, Kelly, & Matchett, 2011;Eilers-Crandall, 2009;Smith, 2004 There are few studies that focus on the persistence of d/Deaf college students (Boutin, 2008;Stinson, Scherer, & Walter, 1987). Similar to Black students, involvement in the academic and social systems of an institution, a connection with peers, specifically d/Deaf peers, confidence in their academic abilities, and access to information all play a role in d/Deaf students persisting and matriculating to graduation (Boutin, 2008;Stinson et al, 1987). Stinson et al (1987) (Getzel, 2008).…”

“…Similar to Black students, involvement in the academic and social systems of an institution, a connection with peers, specifically d/Deaf peers, confidence in their academic abilities, and access to information all play a role in d/Deaf students persisting and matriculating to graduation (Boutin, 2008;Stinson et al, 1987). Stinson et al (1987) (Getzel, 2008). An environment does not evolve or exist prior to or separate from the people who create and use it (Razack, 2002).…”

“…One participant was told she did not have enough sign language ability to be a Deaf teacher, and when the participant said she could learn ASL, the VR counselor said that would be too much for her. We know d/Deaf students' transition into college encompasses different hurdles (Getzel, 2008), and it becomes more challenging when d/Deaf students have their academic abilities or goals belittled before entering college by VR counselors as these messages do not help them build academic confidence, which the literature (Boutin, 2008;Stinson et al, 1987) states is needed to help d/Deaf students persist. The participants were resilient to VR counselors and they all persisted regardless of negative or discouraging interactions with their counselors.…”