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A Qualitative Case Study: The Experi...

Sever-Hall, Aimee Marie,

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A Qualitative Case Study: The Experiences of Deaf Multilingual and Multicultural Learners Transitioning Through University /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Qualitative Case Study: The Experiences of Deaf Multilingual and Multicultural Learners Transitioning Through University // Aimee Marie Sever-Hall.
作者:	Sever-Hall, Aimee Marie,
面頁冊數:	1 electronic resource (231 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
Contained By:	Dissertations Abstracts International86-03A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31490305
ISBN:	9798384426363

A Qualitative Case Study: The Experiences of Deaf Multilingual and Multicultural Learners Transitioning Through University /
Sever-Hall, Aimee Marie,

A Qualitative Case Study: The Experiences of Deaf Multilingual and Multicultural Learners Transitioning Through University /Aimee Marie Sever-Hall. - 1 electronic resource (231 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

This study explored the experiences of deaf multilingual and multicultural learners (DMLs) transitioning from high school to predominantly White traditional universities. The purpose of this qualitative case study was to explore how DMLs' experiences transitioning through predominantly White traditional universities. The study was guided by theoretical framework on identity development. The research methodology involved one-on-one semi-structured interviews with five DMLs who had transitioned to predominantly White traditional universities. Participants were selected using purposive sampling based on their deafness, multilingualism, and multicultural backgrounds. The study employed a case study design to collect and analyze detailed narratives. Thematic analysis was used to identify common themes and patterns. Key themes emerged: the importance of supportive networks, the interplay of identity and intersectionality, the impact of language barriers, the critical role of a sense of belonging, and the need for cultural competence and sensitivity in educational institutions. Participants emphasized the significant role of family, friends, academic advisors, and cultural organizations in facilitating their transitions and highlighted the challenges related to language deprivation and the necessity for culturally and linguistically responsive support systems. The study concluded that inclusive practices, cultural competence, and strong support networks are essential for the successful transition and integration of DMLs in higher education. These findings underscore the need for educational institutions to prioritize these areas to foster a sense of belonging and promote academic success for DMLs. Future research should further explore the experiences of DMLs in diverse educational settings and develop targeted support strategies to address their unique needs, informing policies and practices to create more equitable and inclusive learning environments.

English

ISBN: 9798384426363Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

College transition

A Qualitative Case Study: The Experiences of Deaf Multilingual and Multicultural Learners Transitioning Through University /
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520 $a This study explored the experiences of deaf multilingual and multicultural learners (DMLs) transitioning from high school to predominantly White traditional universities. The purpose of this qualitative case study was to explore how DMLs' experiences transitioning through predominantly White traditional universities. The study was guided by theoretical framework on identity development. The research methodology involved one-on-one semi-structured interviews with five DMLs who had transitioned to predominantly White traditional universities. Participants were selected using purposive sampling based on their deafness, multilingualism, and multicultural backgrounds. The study employed a case study design to collect and analyze detailed narratives. Thematic analysis was used to identify common themes and patterns. Key themes emerged: the importance of supportive networks, the interplay of identity and intersectionality, the impact of language barriers, the critical role of a sense of belonging, and the need for cultural competence and sensitivity in educational institutions. Participants emphasized the significant role of family, friends, academic advisors, and cultural organizations in facilitating their transitions and highlighted the challenges related to language deprivation and the necessity for culturally and linguistically responsive support systems. The study concluded that inclusive practices, cultural competence, and strong support networks are essential for the successful transition and integration of DMLs in higher education. These findings underscore the need for educational institutions to prioritize these areas to foster a sense of belonging and promote academic success for DMLs. Future research should further explore the experiences of DMLs in diverse educational settings and develop targeted support strategies to address their unique needs, informing policies and practices to create more equitable and inclusive learning environments.
546 $a English
590 $a School code: 1625
650 4 $a Curriculum development. $3 684418
650 4 $a Bilingual education. $3 2122778
650 4 $a Multicultural education. $3 526718
650 4 $a Disability studies. $3 543687
653 $a College transition
653 $a Deaf college learners
653 $a Deaf multilingual and multicultural learners
653 $a Identity development
653 $a Multilingual learners
653 $a Predominantly White Institutions
690 $a 0727
690 $a 0455
690 $a 0201
690 $a 0282
710 2 $a National University. $b School of Education. $e degree granting institution. $3 3759186
720 1 $a Comi, Donald $e degree supervisor.
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