Masters Theses
Date of Award
12-2012
Degree Type
Thesis
Degree Name
Master of Science
Major
Teacher Education
Major Professor
Kimberly A. Wolbers
Committee Members
Jeffery E. Davis, Delores E. Smith
Abstract
This study examined whether experiences in the family and the education systems could influence Deaf ethnic identity development. Data were collected via administration of the Deaf Acculturation Scale (DAS). Participants’ responses were assessed as outlined by the developers of the DAS (Maxwell-McCaw & Zea, 2011). Results suggested that parents’ attitude towards their child’s deafness may affect the deaf individual’s identity development. Semi-structured interviews were also conducted with four deaf ethnic minority participants: One Venezuelan American and three African American. Two hearing parents (both mothers) also participated in the interview: one Venezuelan American and one African American. Thematic analysis was used to code and identify patterns among the participants’ responses. Some themes discussed were: the role of spirituality and how it shaped deaf ethnic minority parents’ attitudes toward their child’s deafness; the impact of educational experiences and Deaf identity development, and what factors determined whether an individual identified with their ethnicity or Deafness first. The study suggests that familial/parental attitude toward deafness and experiences in the education system strongly influence Deaf identity development. Limitations and suggestions to further research are also discussed.
Recommended Citation
Schlinger, Glennise Candice, "Acculturation and Identity Development of Deaf Ethnic Minorities. " Master's Thesis, University of Tennessee, 2012.
https://trace.tennessee.edu/utk_gradthes/1403
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Social and Philosophical Foundations of Education Commons