Online and Offline Social Capital of Adolescents Who Are Deaf or Hard of Hearing

Duncan, Jill; Lim, Stacey; Baker, Frank B.; Flynn, Traci; Byatt, Timothy J.

doi:10.17955/tvr.119.2.804

Cited by 6 publications

(3 citation statements)

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“…In recent years, there has been growing interest in the role of social capital in the lives of adolescents who are DHH. Researchers have investigated its relation to factors such as peer relationships and loneliness (Duncan et al, 2021;Wong et al, 2018) and Internet use (Duncan et al, 2019;Wong et al, 2016) among this population. However, there has been a lack of research investigating social capital's role in supporting a successful transition to postsecondary education and employment for DHH young people.…”

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confidence: 99%

Voices of Young Deaf Adults: Supporting Adolescent Social Capital Development

Duncan¹,

Punch²

2023

American Annals of the Deaf

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For most young people, social capital plays an important role in transitioning to postsecondary education and employment. For youth who are deaf or hard of hearing (DHH), social capital can mitigate negative effects of challenges they will likely encounter after high school. In phase 2 of a two-phase qualitative study in Australia, we investigated DHH young adults' perspectives on how DHH adolescents could best be supported to develop and use social capital to benefit their postschool transition. Nine university students whose primary communication mode was spoken language participated in semistructured interviews, discussing practical ways educators and families could assist DHH high school students. We close by recommending ways schools and families can facilitate social capital development of DHH adolescents in preparation for postsecondary education and employment. Importantly, this research gives voice to young DHH adults with the objective of improving DHH adolescents' outcomes.

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confidence: 99%

Voices of Young Deaf Adults: Supporting Adolescent Social Capital Development

Duncan¹,

Punch²

2023

American Annals of the Deaf

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“…Social capital is increasingly being recognized as an important factor in the lives of young people who are deaf or hard of hearing (DHH; Byatt et al, 2019;Duncan et al, 2019Duncan et al, , 2021Oliva et al, 2016;Wong et al, 2016Wong et al, , 2018. Social capital is a multidimensional construct that has varying definitions and has been applied and researched across several disciplines.…”

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confidence: 99%

“…The few studies that have investigated social capital in the lives of adolescents who are DHH have not focused on the domain of postsecondary transition; rather, they have explored social capital's relation to psychosocial variables such as peer relationships and loneliness (Duncan et al, 2021;Wong et al, 2018) and to Internet use (Duncan et al, 2019;Wong et al, 2016). Given the importance for DHH young people of having the best possible opportunities to access postsecondary education, there is a need for research to expand the knowledge base related to postschool transition and social capital to this population.…”

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confidence: 99%

The Role of Social Capital in the Transition to Postsecondary Education of Students Who Are Deaf or Hard of Hearing

Punch¹,

Duncan²

2022

American Annals of the Deaf

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Social capital can positively influence students' postsecondary aspirations and their postschool transitions to higher education and employment. Educators, families, and young people themselves can play an active role in generating and developing adolescents' social capital. A targeted focus on developing robust social capital could play an important role in the transition planning and support provided to secondary students who are deaf or hard of hearing (DHH) and contribute to their success in postsecondary education and employment. A qualitative study gaining the perspectives of DHH young adults attending universities in Australia investigated the role of social capital in assisting DHH students in their attainment of postsecondary education. Ten DHH university students who communicated primarily through spoken English participated in semistructured interviews. Thematic analysis identified social capital facilitator themes on four levels: community, school, family, and individual. In addition, two barrier themes were identified.

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