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An Exploration of Deaf Acculturation...

Navi, Nassim.

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An Exploration of Deaf Acculturation as Related to Communication Method and School Setting of Deaf Adults.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Exploration of Deaf Acculturation as Related to Communication Method and School Setting of Deaf Adults./
Author:	Navi, Nassim.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	97 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
Subject:	Counseling psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27999853
ISBN:	9798662384057

An Exploration of Deaf Acculturation as Related to Communication Method and School Setting of Deaf Adults.
Navi, Nassim.

An Exploration of Deaf Acculturation as Related to Communication Method and School Setting of Deaf Adults. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 97 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ph.D.)--Capella University, 2020.

This item must not be sold to any third party vendors.

Research indicates that Deaf identity is influenced by the individual's self-concept. According to Brofenbrenner's ecological systems theory, the environment, such as family, school setting, and language has an effect on individual self-concept. Research with deaf populations has explored communication methods such as American Sign Language (ASL) and Deaf identity, but it is unknown the extent communication methods and school settings are related to Deaf identity. The lack of research on Deaf identity formation as related to communication method and school setting demonstrates a need for further exploration. The purpose of this quantitative research study was to compare Deaf identity, as measured by McCaw and Zea's 2011 Deaf Acculturation Scale (DAS), across method of communication (oral and American Sign Language) and school setting (mainstreamed, mainstreamed with Deaf program, Deaf institution) among deaf adult participants. DAS provides measures of acculturation to Deaf Culture (DASd) and acculturation to Hearing Culture (DASh). One hundred and sixty-one deaf adults (at least 18 years of age) with hearing parents participated. Results showed DAS scores varied significantly across school settings and communication method such that deaf acculturation scores were higher for participants attending a deaf institution and hearing acculturation scores were higher for participants who attended mainstreamed programs. Further, DASd and DASh scores were higher for participants using ASL and oral communication, respectively. The present findings provide further understanding of communication methods and school settings with respect to identity development that could help inform parents and professionals such as educators, audiologists, social workers and school psychologists, in meeting the academic and developmental needs of deaf students.

ISBN: 9798662384057Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Deaf

An Exploration of Deaf Acculturation as Related to Communication Method and School Setting of Deaf Adults.
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245 1 3 $a An Exploration of Deaf Acculturation as Related to Communication Method and School Setting of Deaf Adults.
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300 $a 97 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
500 $a Advisor: Kladopoulos, Chris .
502 $a Thesis (Ph.D.)--Capella University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Research indicates that Deaf identity is influenced by the individual's self-concept. According to Brofenbrenner's ecological systems theory, the environment, such as family, school setting, and language has an effect on individual self-concept. Research with deaf populations has explored communication methods such as American Sign Language (ASL) and Deaf identity, but it is unknown the extent communication methods and school settings are related to Deaf identity. The lack of research on Deaf identity formation as related to communication method and school setting demonstrates a need for further exploration. The purpose of this quantitative research study was to compare Deaf identity, as measured by McCaw and Zea's 2011 Deaf Acculturation Scale (DAS), across method of communication (oral and American Sign Language) and school setting (mainstreamed, mainstreamed with Deaf program, Deaf institution) among deaf adult participants. DAS provides measures of acculturation to Deaf Culture (DASd) and acculturation to Hearing Culture (DASh). One hundred and sixty-one deaf adults (at least 18 years of age) with hearing parents participated. Results showed DAS scores varied significantly across school settings and communication method such that deaf acculturation scores were higher for participants attending a deaf institution and hearing acculturation scores were higher for participants who attended mainstreamed programs. Further, DASd and DASh scores were higher for participants using ASL and oral communication, respectively. The present findings provide further understanding of communication methods and school settings with respect to identity development that could help inform parents and professionals such as educators, audiologists, social workers and school psychologists, in meeting the academic and developmental needs of deaf students.
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