Systematic Review of Literature: Social Capital and Adolescents who are Deaf or Hard of Hearing

Abstract

Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed through social capital theory included psychosocial outcomes; the importance of language; the benefit of online social networking sites; the role of the family; the role of the school; inclusion and identity; role models; and post-school transition. Results demonstrated that social capital is an area with much promise as it relates to buffering outcomes for adolescents who are DHH. More empirical evidence is required in the form of quantitative research using validated social capital instruments and qualitative research that gives a voice to adolescents who are DHH. The role of social capital in facilitating inclusion, identity, and friendships, were identified as possible future research directions.

Bullying, Peer Victimization, and Quality of Life in Pediatric Hearing Loss Patients: A Pilot Study

“…This may be attributed to the fact that adolescents typically gain access to written language mediums that enable personal communication, such as the internet and social media. 30,31 Adolescents with HL tend to use the internet more and with a greater focus on social communication than their peers with normal hearing; studies have found a positive relationship between internet use and well-being in adolescents with HL. [31][32][33] This may be a possible factor bridging gaps in psychosocial QoL for adolescents with HL that is less available to younger children.…”

Deaf Adults as Role Models for the Hearing World: A Literature Review

“…The overall findings indicated that parents who had access to mentors or role models demonstrated a positive shift in attitudes, moving toward a more optimistic perspective on their deaf child's potential (Byatt, Dally, & Duncan, 2019;Cawthon et al, 2016;De Clerck & Golos, 2019;Kecman, 2018;Rogers & Young, 2011;Watkins, Pittman, & Walden, 1998). It appears that having a Deaf mentor or role model may confer those benefits (see, e.g., Henderson, Johnson, & Moodie, 2014).…”

“…The prospect of meeting and getting to know deaf adults who have experience of growing up deaf and having opportunities to ask questions about what it is like to be deaf could challenge the negative stereotypes about deaf people (Sutherland et al, 2003); in other words, 'seeing is believing'. Moreover, deaf role models can ease parents' fears and share positive life experiences; inform families of upcoming deaf events; provide access to a support network; give 'real life' examples about selfadvocacy; and to provide authentic opportunity to practice sign language (Byatt, Dally, & Duncan, 2019;De Clerck & Golos, 2019;Rogers & Young, 2011).…”

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

“…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.…”

“…Young people are not merely the passive recipients of social capital generated by their families, schools, or other networks, but can actively generate and develop social capital for themselves, often through the wider interests and activities they pursue (Byatt et al, 2019;Chesters & Smith, 2015;Morrow, 1999). Schools can play a role in enabling students, particularly those with disabilities, to do this, through targeted efforts to teach them the skills needed to draw upon and increase their social capital, such as identifying and building relationships, networks, and social skills (Stephan, 2013;Trainor et al, 2012;Yeager, 2018).…”